The Impact of Inclusive Education on the Learning Interest of Students with Hearing Impairments in Rwanda
DOI:
https://doi.org/10.58197/sracm081Keywords:
Differentiation Learning, Hearing Impairment, Inclusive Education, Learning Interest, RwandaAbstract
This study investigated the effect of inclusive education on students’ interest in learning for students with hearing impairment. It employed mixt research approach. The targeted population was 451 students with a sample of 80. Questionnaires were used to collect quantitative data, while qualitative data were collected through the structured interview. The results of the bivariate regression analysis indicated that the variance (.667**) in the interest of learners with hearing impairment to learn is as a result of the linear combination of students with hearing impairment participating in discussions, adapting teaching methods to support students with hearing impairments, students with hearing impairment supported to build self-esteem, normal students feeling comfortable in interacting with colleagues, school community being aware of strategies to help and support students with hearing impairment. Also, the descriptive research design revealed that inclusive education significantly influences the learning interest of students with hearing impairments, improving their motivation, confidence, and social integration. The majority (98%) of respondents indicated that inclusive settings enhance students’ interest in learning and reduce stigma, showing the importance of creating a conducive environment where students with hearing impairments feel valued and capable. It is recommended that strategies be employed that stimulate the learning interest of learners with hearing impairment.
References
AbdulRaheem, Y., Yusuf, H.T. en Odutayo, A.O. (2017) “Effect of Peer Tutoring on Students’ Academic Performance in Economics in Ilorin South, Nigeria”, Journal of Peer Learning, 10, bll 95–102.
Alanazi, A. (2016) “A Critical Review of Constructivist Theory and the Emergence of Constructionism”, American Research Journal of Humanities and Social Sciences [Preprint], (March). Available at: https://doi.org/10.21694/2378-7031.16018.
Alavi, Y. et al. (2012) “Indignity, exclusion, pain and hunger: The impact of musculoskeletal impairments in the lives of children in Malawi”, Disability and Rehabilitation, 34(20), bll 1736–1746. Available at: https://doi.org/10.3109/09638288.2012.662260.
Basigi, B. et al. (2024) “Challenges of Students with Hearing Impairments in Learning Mathematics : Evidence of St . John ’ s Integrated Senior High Technical School”, 5(1), bll 22–37. Available at: https://doi.org/10.22158/fce.v5n1p22.
Campbell, P.J. et al. (2020) “Pan-cancer analysis of whole genomes”, NATURE, 578(7793), bl 82+. Available at: https://doi.org/10.1038/s41586-020-1969-6.
Eide, A.H. en Ingstad, B. (2013) “Disability and poverty – Reflections on research experiences in Africa and beyond”, African Journal of Disability, 2(1), bl 7 pages. Available at: https://doi.org/10.4102/ajod.v2i1.31.
Farooq, M.S. et al. (2011) “Factors Affecting Students’ Quality of Academic Performance: A Case of Secondary School Level”, Journal of Quality and Technology Management, VII(II), bll 1–14.
Joyce, T.M. (2014) “Quality basic education for all: Challenges in multi-grade teaching in rural schools”, Mediterranean Journal of Social Sciences, 5(1), bll 531–536. Available at: https://doi.org/10.5901/mjss.2014.v5n1p531.
Klionsky, D.J. et al. (2021) “Guidelines for the use and interpretation of assays for monitoring autophagy (4th edition)”, AUTOPHAGY, 17(1), bll 1–382. Available at: https://doi.org/10.1080/15548627.2020.1797280.
Louw, Q. et al. (2021) “Towards a needs-based design of the physical rehabilitation workforce in South Africa: trend analysis [1990–2017] and a 5-year forecasting for the most impactful health conditions based on global burden of disease estimates”, BMC Public Health, 21(1), bll 1–11. Available at: https://doi.org/10.1186/s12889-021-10962-y.
Mag, A.G., Sinfield, S. en Burns, T. (2017) “The benefits of inclusive education : challenges for university teachers”, 12011, bll 1–7.
MINEDUC (2018) Education Sector Strategic Plan 2018/19 to 2023/24. Kigali, Rwanda. REB: Kigali.
Omoro, M.O. en Possi, M.A.K. (2023) “The R elationship B etween Self-Reported Efficacy and Actual Use of Inclusive Practices A mong In - service Teachers in Inclusive Primary Schools”, 34(9), bll 110–128.
Opoku, M.P. et al. (2021) “Cross-national study of communal attitudes toward individuals with intellectual disabilities in sub-Saharan Africa: Cameroon vs. Ghana”, PLoS ONE, 16(9 September), bl e0257482. Available at: https://doi.org/10.1371/journal.pone.0257482.
Orodho, A. et al. (2016) Quantitative and Qualitative Research Methods. A Step by Step Guide to Scholarly Excellence. Nairobi: Kanezja Publishers & Entreprises.
Oyebola Olusola Ayeni et al. (2024) “Enhancing STEM education through emotional intelligence and counseling techniques”, World Journal of Advanced Research and Reviews, 21(2), bll 903–916. Available at: https://doi.org/10.30574/wjarr.2024.21.2.0503.
Pradhan, K.C. en Naik, S. (2024) “Inclusive Education : A Foundation for Equality and Empowerment at the Elementary Stage a”, 2(2), bll 1–8.
Qutoshi, S.B. en Poudel, T. (2014) “Student Centered Approach to Teaching: What Does it Mean for the Stakeholders of a Community School in Karachi, Pakistan?”, Journal of Education and Research, 4(1), bll 24–38. Available at: https://doi.org/10.3126/jer.v4i1.9620.
