Abstract:
The purpose of this study was to establish the Challenges in Teaching Students with Hearing Impairment in Inclusive Classes in Secondary Schools in Kariba District: Zimbabwe. The descriptive research design was adopted for the study. The population consisted of five schools in the District. Purposive sampling was used to choose the teachers. Forty teachers who taught children with hearing impairment were chosen for the sample. The questionnaire was face and content validated. A pilot study was conducted in two schools outside the sampled population to ascertain reliability. The instrument was administered to ten respondents and the Alpha Cronbach’s reliability coefficient of 0.877 was obtained. Putting all ethical considerations into account, the researcher administered the questionnaire in person. Data was coded and analyzed using the Statistical Packages for Social Sciences (SPSS) software program, version 16.0. Descriptive statistics was used for question one. For question two factor analysis was used. The study revealed that six factors accounted for 75.131% variance in challenges in teaching students with hearing impairment in inclusive classes. From the study teacher competence and administrative support were highly a challenge.
