Abstract:
The study evaluates classroom support given to learners with hearing impairment in mainstream
primary schools in Mzimba. The study was set under four objectives and the first objective was
to identify types of support given to learners with hearing impairment during teaching and
learning in mainstream classrooms. The second objective sought to examine how specialist
teachers complement regular teachers in supporting learners with hearing impairment in
mainstream classrooms during teaching and learning process. The third objective was to
investigate the extent to which learners with hearing impairment participate in mainstream
classrooms during teaching and learning. Lastly, the study sought to examine experiences of HI
learners, challenges and opportunities for their development in mainstream schools. A case study design was adopted using qualitative research design. Qualitative and quantitative
data was collected using unstructured questionnaire, focus group discussion and direct
observation. Qualitative data was analysed using NVIVO and presented using Thematic Analysis. The findings reveal a mixed picture of classroom support. While some inclusive strategies such
as peer support, use of visual aids and front seating arrangement were observed, there was a
significant lack of key elements essential for effective inclusion. These include limited teacher
proficiency in sign language, in adequate use of assistive devices like hearing aids and minimal
collaboration between specialist and regular teachers. In many classrooms, learners with HI were
found to be passive participants due to communication barriers and large class sizes, which
hinder teacher learner interaction and personalized support. The study concludes that while inclusive education policies are in place, their implementation
remains inconsistent and under resourced. It recommends targeted teacher training in sign
language, provision of specialized teaching and learning materials, strengthening of collaborative
v
teaching approaches and greater investment in inclusive infrastructure and resources. The
findings have implications for policy makers, teachers and stakeholders aiming to advance
inclusive education in Malawi. By addressing the existing gaps, the education system can move
closer to achieving equitable and quality education for all leaner in line with the Sustainable
Development Goals and national education policy frameworks
