##issue.issue##

##issue.vol## 10 ##issue.no## 1 (2021)

Academic Coping Mechanisms among Learners With Hearing Impairment in Inclusive Public Secondary Schools in Tanzania

https://doi.org/10.56279/jhss.v10i1.71
Vincent J. Cosmas
Mwajabu Possi

Corresponding Author(s) : Vincent J. Cosmas

javicent2003@gmail.com

Journal of Humanities & Social Science (JHSS), ##issue.vol## 10 ##issue.no## 1 (2021)

##article.abstract##

This study sought to explore academic coping mechanisms against educational challenges
among learners with hearing impairment (HI) in inclusive public secondary schools in
Tanzania. Specifically, it was guided by two research questions: (i) What coping mechanisms
are employed by learners with HI in inclusive public secondary schools to cope with academic
challenges? (ii) How often do learners with HI seek academic help within the school
environment? The study was informed by the critical theory (CT) to facilitate the
understanding of educational barriers and coping mechanisms. Being a qualitative study, it
drew on purposive and convenient sampling strategies to obtain 108 respondents, including
70 learners with HI, 27 classroom teachers, 3 heads of schools, 3 academic mistress/masters,
3 school counsellors, and 2 heads of special needs education units. The findings indicate that
the key academic coping strategies and help-seeking behaviour were: seeking help from
fellow learners without HI and teachers, private study, seeking counselling and guidance
from school counsellors, and sitting in front of the class during teaching and learning
sessions. The study concludesthat learners with HI in the sampled inclusive public secondary
schools were able to employ coping strategies that resulted mainly in emotional and
academic comfort. Thus, it recommends the improvement of inclusive educational practices
to create barrier-free teaching and learning environment in inclusive secondary schools.
Furthermore, planning and implementation of IE for learners with HI should be reviewed to
accommodate envisaged achievement in education as stipulated in the national Inclusive
Education 2019-2021 Strategy, and other similar documents, to make it a success.

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Academic Coping Mechanisms among Learners With Hearing Impairment in Inclusive Public Secondary Schools in Tanzania. (2021). Journal of Humanities & Social Science (JHSS), 10(1). https://doi.org/10.56279/jhss.v10i1.71
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