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Many parents from rural communities nowadays are faced with many challenges in terms of their children’s education. One of the challenges is hearing problems. It is difficult for a rural impoverished parent or guardian to think of treatment for their children when such services are rarely heard of. Many children have great dreams for the future but if one has a challenge of hearing, such dreams cannot be realized. This is where assistive technologies have to come in to aid such school-going children. The study aimed to assess the impact of assistive technology on the academic progress of learners with hearing loss in rural primary schools in Malawi: A Case of Lilongwe Rural East. The study adopted a qualitative research approach with a target population of 65 who were screened by African Bible College Clinic, comprising 10 learners with hearing impairment in four (4) primary schools from Lilongwe rural east and four (4) teachers and ten (10) parents. A sample size of 18 was determined. Purposive and stratified random sampling techniques were utilized to determine respondents. From the sample size of 18, all 4 teachers were purposively selected to participate in the study with seven (7) learners while the remaining were parents who were picked through stratified random sampling technique. The study established that hearing aids helped in the academic progress of some school-going children with hearing loss. In addition, the study also noted that hearing aids influenced many learners to participate in class activities because they can hear and follow class conversations. It has also been noted that some learners have other disabilities apart from hearing loss which prevent them from performing well. The study proposes frequent early identification and intervention through the provision of hearing aids to develop effective communication. Schools should then keep progress records for all learners with hearing aids which are in good condition. The study will be beneficial to the government as policy developers, the school as policy implementers, and the community as people who live with the affected learners.
Chimowa et al. (Thu,) studied this question.