Challenges in Teaching Learners with Hearing Impairment in Inclusive Secondary Schools in Kenya

Lucy Wanjira Mwangi
Department Educational Psychology,
School of Education
University of Eldoret, Kenya
Email: lucywanjiram@gmail.com

Abstract: Learners with hearing impairment in inclusive secondary schools in Kenya continue to face major challenges that hinder their academic and social development. Despite inclusive education policies, many schools lack the necessary resources, trained personnel, and communication support systems to adequately meet the needs of these learners. This disconnect between policy and practice undermines the right to quality and equitable education for students with hearing impairments. This paper examined the challenges encountered in teaching learners with hearing impairment in inclusive secondary school settings across Kenya. It employed secondary data analysis, drawing on peer-reviewed articles, government policy documents, and international organization reports published between 2018 and 2024. Data were thematically analyzed to identify recurring barriers and evaluate current practices and interventions. Findings revealed that most teachers lack proficiency in Kenyan Sign Language (KSL) and receive minimal training in inclusive pedagogy. A critical shortage of qualified sign language interpreters, poor adaptation of instructional and assessment materials, and widespread stigma against deaf learners were also reported. Although policies such as the Special Needs Education Policy (2018) exist, weak monitoring, limited funding, and minimal community engagement hinder their implementation. However, schools collaborating with disability organizations or using peer-support strategies achieved better outcomes. The study concludes that realizing meaningful inclusion for learners with hearing impairment requires reforms in teacher education, curriculum adaptation, policy enforcement, and stakeholder coordination. Recommendations emphasize enhancing professional development, increasing resource allocation, adapting inclusive curricula, and raising public awareness to promote equitable learning environments for all learners, regardless of hearing ability.