Abstract: Learners with hearing impairment in Kenyan secondary schools continue to face significant academic challenges, largely due to communication barriers and limited access to assistive technology (AT). Despite inclusive education policies and growing global recognition of AT’s potential to enhance learning, implementation remains inconsistent and under-resourced, particularly in rural areas. The purpose of this study was to examine the effectiveness of assistive technology in improving academic performance among secondary school students with hearing impairment in Kenya. The study employed a descriptive research design based on secondary data obtained from government reports, academic journals, institutional records, and published studies from 2019 to 2024. Document and content analysis were used to examine trends in AT implementation and its impact on learner performance, retention, and engagement. Findings revealed that learners with access to AT—such as hearing aids, captioned content, (frequency modulation (FM) systems, and speech-to-text applications—demonstrated improved academic outcomes, classroom participation, and confidence. Schools with trained teachers, supportive leadership, and consistent AT maintenance reported better learner performance compared to those without such support. However, disparities in access, lack of technical expertise, and inadequate policy enforcement limited AT effectiveness in many institutions. The study concludes that while assistive technology significantly enhances academic performance among students with hearing impairment, its success depends on sustained investment, teacher training, and inclusive education practices. It is recommended that stakeholders strengthen teacher capacity, enhance infrastructure, integrate AT into curricula, and promote collaboration between schools, communities, and policymakers.

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.

Abstract: Over the past three decades, inclusive education has become a contagious topic in the education systems of various countries around the globe. This has prompted the current study to explore the use of sign language in the teaching and learning of the students with hearing impairments in Patandi Maalum inclusive secondary schools in Tanzania. This qualitative study used in depth interviews as data collection tool with a total of 10 secondary school teachers and 8 students with hearing impairment. The translation used to interpret conversations with students with hearing impairments. Thematic analysis were used to analyze the collected data. Findings reveal that students with hearing impairments are given special care while teaching and learning in an inclusive environment, especially when it comes to use sign language. However, students struggle much with medium of instruction, teachers’ competence, the kind of assistance obtained from their fellow normal students, which could be caused by the teacher’s competence and the availability of resources. Also, students’ perspectives on the difficulties and the entire process of teaching and learning sign language, curriculum, and the amount of time needed to complete each school level differed widely. The study recommends the increase of time from four to six years and two to three years in advanced secondary education levels. It suffices also to suggest a friendlier learning environment with adequate relevant resources for students with hearing impairments. This should be accompanied with professional development for special needs teachers.