Assessing the Availability of Educational Facilities for Students with Hearing Impairments in Inclusive Secondary Schools of Morogoro Municipality, Tanzania

Abstract

This study investigates the availability of educational facilities that enhance academic achievement for students with hearing impairments in inclusive public secondary schools in Morogoro Municipality. Utilising a cross-sectional case study design, data were collected from a total sample of 108 participants, including 1 headmaster, 97 teachers, 1 head of the special needs department, 1 Municipal Secondary Education Special Needs Officer, and 8 students with hearing impairments. Semi-structured interviews, questionnaires, and focus group discussions were employed, with data analysed using SPSS for quantitative findings and thematic analysis for qualitative insights. Results revealed significant deficiencies, with 86.59% of respondents indicating that classrooms are not designed to minimise noise, 86.60% noting unconducive classroom environments, and 94.85% reporting insufficient assistive technologies like hearing aids and FM systems. Visual aids were also underutilised, with 66.01% of respondents noting ineffective use. These shortcomings contribute to poor academic outcomes for students with hearing impairments. The study recommends urgent infrastructure improvements, increased provision of assistive technologies, and enhanced teacher training to foster inclusive education. These findings underscore the need for targeted policy interventions to ensure equitable educational access and improved academic attainment for students with hearing impairments in Morogoro Municipality.