Enhancing support for pupils with cochlear implants in Tanzania's inclusive primary schools: a wake-up call for a strong collaborative approach.

OBJECTIVES

This qualitative study aimed to explore the support mechanisms school management applies to improve inclusivity for Pupils with Cochlear Implants (PCIs) in inclusive primary schools.

METHODS

Data was collected from 25 participants from five inclusive schools, using semi-structured interviews and observation methods.

RESULTS

The study revealed that teachers have limited knowledge in identifying the learning needs of pupils with cochlear implants. Their identification of students' needs was primarily informed by personal teaching experience, online resources, and input from parents of pupils with cochlear implants. The support provided to these students was largely inadequate in meeting their specific educational requirements, as it focused primarily on noise reduction measures, the provision of teaching and learning materials, and additional time during instruction and assessments. Furthermore, teachers reported having limited knowledge regarding the maintenance of cochlear implants, highlighting a critical gap in their capacity to effectively support these learners.

CONCLUSION

Thus, the study recommends that the government should consider pupils with special needs in its national budget to improve teaching and learning environments. Also, it is essential to foster collaboration between school management, cochlear implant experts, parents, educational officials, and the community to enhance further inclusivity.