Participation of Children with Hearing Impairment in Inclusive Education: A Case of Kakuma Refugee Camp, Kenya

Abstract

Inclusive education is a schooling approach to provide quality and equal educational opportunities for all children regardless of their backgrounds, abilities, or disabilities. It emphasizes alleviation of barriers that hinder participation, equality, accessibility, and inclusivity. Children with hearing impairment go through different experiences during the implementation of inclusive education. This study aimed to; document lived experiences of children with hearing impairment on their participation in the implementation of inclusive education, examine the perception of parents of children with hearing impairment on their participation in the implementation of inclusive education, identify the barriers to participation of children with hearing impairment and their parents, and propose strategies to enhance participation of children with hearing impairment and their parents in the implementation of inclusive education. Laura Lundy’s model of participation and Mark Oliver’s social model of disability were used as a theoretical framework. The study employed a qualitative approach, specifically a phenomenological research design, to discover the challenges encountered, the opportunities, and the strategies to support children with hearing impairment. Convenient sampling was used, and the sample consisted of fifteen children with hearing impairment aged 10-17 years, and fifteen parents of the children with hearing impairment. The data was collected through structured interviews for the hearing-impaired children and focus group discussions for the parents, then analyzed through NVivo version 11. The study found that children with hearing impairment saw exclusion as a negative experience filled with emotional suffering, rejection, and isolation. However, their environment was marked by inclusion and support. The study also found that parents of children with hearing impairment believed their participation was linked to better academic performance, bridging the gap between institutional support and children’s learning experiences. Additionally, the study found that inaccessible communication was the key barrier between children with hearing impairment, their teachers, parents, and peers; thus, the need for training in sign language, hiring qualified teachers, and more Learner Support Assistants. The study recommends training more people working alongside children with hearing impairment on sign language interpretation to bridge the communication gap, which is a key barrier to their participation, hence ensuring meaningful participation.