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This study examined the challenges that some hearing impairment students in the senior high school face when learning mathematics in school. Employing qualitative case study techniques, data was gathered through interviews and observations checklists involving 11 participants. These included sign language interpreters, mathematics teachers, and students with hearing impairments. Results revealed that delay in sign language development, unfavourable curriculum, unavailability of assistive technology resources, and insufficient proficiency of mathematics teachers in sign language and prominence dyslexia were prevalent challenges that were identified. Based on the findings it was recommended that educational institutions, such as the colleges of education should open more training centres for teachers to learn the sign language during their studies. These institutions could train mathematics teachers. Also, it is recommended that individuals and organizations could establish sign language clubs in schools and the communities in order to boost the proficient of all interested persons. Stakeholders should be encouraged to recognise the education of students with hearing impairments as a societal investment aimed at cultivating a comprehensive social framework that nurtures self-reliant individuals. Lastly, it is recommended that government and nongovernmental organizations should support the institutions with learning aids that will help them teach mathematics, proficiently.
Basigi et al. (Fri,) studied this question.