Systemic constraints to inclusive education for learners with hearing impairment in public secondary schools

This qualitative case study investigated the preparedness of public secondary schools in Tanzania to include students with hearing impairment in mainstream teaching and learning processes. It was conducted in three inclusive public secondary schools in Iringa and Tabora regions, and guided by the Social Model of Disability. Data were collected from 108 participants through interviews, focus group discussions, open-ended questionnaire and non-participant classroom observations involving students with hearing impairment, teachers, school leaders, counsellors and special needs education personnel. Thematic analysis revealed multiple systemic barriers to effective inclusion, including shortages of specialised teachers, limited competence in sign language interpretation, inadequate teaching and learning resources, language of instruction challenges and a rigid, examination-oriented curriculum. These barriers constrained students’ access to classroom communication, participation, academic achievement and social integration. The findings indicate that inclusive education in schools is largely structural rather than functional, with limited institutional capacity to support learners with hearing impairment. The study concludes that meaningful inclusion requires deliberate investment in human resources, curriculum flexibility, assistive technologies and language-responsive pedagogies. The findings of the study contribute empirical evidence to inclusive education in Sub-Saharan Africa and inform policy and practice aimed at advancing equitable and quality secondary education for learners with disabilities.