Universal Journal of Educational Research

Maboi Z. Mphunyane

National University of Lesotho, Roma, Lesotho

ABSTRACT

This paper explores the experiences of a mathematics teacher teaching hearing impaired learners in an inclusive secondary school in Lesotho. It followed a qualitative approach and was exploratory in nature. It focused on a mathematics teacher’s experiences in teaching the hearing-impaired learners in a Grade 9 classroom. Data was collected through classroom observations and follow-up interviews with the mathematics teacher and the sign language interpreter. Opportunities to learn model provided a framework to make sense of the data. The study highlights the critical role of mathematics teachers in fostering a conceptual understanding by the hearing-impaired learners for meaningful learning. It points to the complexities within which a mathematics teacher functions in teaching the hearing-impaired learners as a result of factors such as insufficient preparedness in relation to the teaching pedagogies that specifically speak to the needs of the hearing-impaired learners, lack of appropriate resources and insufficient support from within and outside the school setting. Based on the findings, it is apparent that mathematics teachers need to be supported in various ways which include availing relevant materials, training mathematics teachers on inclusive teaching methods and strategies and strengthening the training of sign language interpreters in line with specific subject areas such as mathematics.