The Implementation of Visual Technological Equipment by Learners with Hearing Impairment in Primary Schools of Victoria Falls Cluster: Challenges and Solutions

Abstract

The persistent government focus on the provision of hearing aids through the Department of Schools Psychological Services has resulted in the continued use of inappropriate equipment for learners who are deaf in primary schools. This study explored the implementation of visual technological equipment by learners with hearing impairment in primary schools within the Victoria Falls cluster, with specific attention to the challenges faced and possible solutions. The study adopted a qualitative research design. The target population consisted of teachers and school heads from primary schools in the Victoria Falls Cluster of Hwange District, Matabeleland North Province, Zimbabwe. Data were collected using semi-structured interviews and open-ended questionnaires, and were analyzed thematically to identify key patterns and meanings emerging from participants’ experiences. The findings revealed that the majority of teachers and school heads held positive perceptions towards the use of visual technological equipment in the teaching and learning of learners who are deaf. However, the study established that most schools relied on audio-based technological resources, which were largely irrelevant and ineffective for learners with hearing impairment. Major challenges identified included limited knowledge and expertise among teachers, misconceptions regarding appropriate instructional technologies for deaf learners, and inadequate professional training. Additionally, financial constraints significantly affected schools’ capacity to procure suitable visual technological equipment such as computers, tablets, and overhead projectors. The study recommended that the Ministry of Primary and Secondary Education should prioritize the provision of appropriate visual technological resources and implement continuous professional development programs to equip teachers with relevant skills. Furthermore, it recommended that government policy should shift from an overreliance on hearing aids towards supporting schools in acquiring and effectively utilizing visual technological equipment for learners who are deaf.