Challenges of Inclusion of Primary School Pupils with Hearing Impairment in Physical Activities in Tanzania

Abstract

Pupils with hearing impairment are not adequately included in physicalactivities in primary school globally but more so in the global South. Thisstudy was conducted in a selected primary school in Tanzania. It is aqualitative study that employed an embedded single case design to gain indepthunderstanding of the study. The study was guided by Bronfenbrennersystem theory (1979). The sample comprised thirty eight purposively selectedparticipants. Data were collected through interview, documentary review,and observation schedule methods. The data were thematically analysed.Findings revealed specific and general challenges such as lack of signlanguage skills used during physical activity, poor aesthetic attributes,inaccessible physical activity facilities and equipment, stigmatization,unsafe play facilities and lack of physical activity programme. The resultsrevealed that the school was insufficiently equipped for inclusion. Basedon the findings of this study, it is recommended that to solve the revealedchallenges schools should provide a conducive environment for inclusionof pupils with hearing impairment in physical activities.Keywords: deaf, hearing impairment, inclusion, school environment