Remedial approaches to hearing impaired learners with reading difficulties

Abstract

The study investigates remedial approaches for hearing-impaired learners with reading difficulties in Botswana special primary schools. The variables of demographics, remedial approaches, application of the approaches and involvement of other professionals are examined. In order to provide an overview of the current situation regarding the use of remedial approaches targeting hearing-impaired learners with reading difficulties, research questions were asked on the following: which approaches are used? How are the approaches applied? And, which professionals are involved if any?. Survey questionnaires were sent to two special schools for the hearing-impaired namely: Francistown and Ramotswa Centres for the Deaf. Semi-structured questionnaires were used to collect data. The use of remedial approaches for developing good reading skills in hearing-impaired learners is very essential. Findings from this study reveal that teachers do use the 'matching' approach very often. There are also a few teachers who indicated that they use cued speech and 2 of the 21 teachers indicated that they use the 'language experience approach". The language experience approach has been considered to be an effective approach for developing reading skills in hearing-impaired learners and there 1s, therefore, a strong need to mobilize and advocate for the use of the approach. The Ministry of Education should employ reading specialists as well as the speech and language pathologists on permanent basis for each school.