Chapter 2: Literature Review

2.1 Introduction

The literature review in this chapter provides a comprehensive analysis of research related to
the impact of inclusive education on the academic achievement of learners with hearing
impairment. The review begins with an overview of inclusive education principles and
practices, followed by a discussion of theoretical frameworks relevant to the study.
Subsequently, the literature is organized according to the research objectives, exploring
existing studies that address each objective. The review concludes with a conceptual
framework and chapter summary synthesizing key findings from the literature.

2.2 Theoretical Framework

The theoretical framework underpinning the study of inclusive education and its impact on
the academic achievement of learners with hearing impairment is multifaceted, drawing from
various psychological, sociological, and educational theories. This theoretical review aims to
explore key theoretical perspectives relevant to the research topic, highlighting their
significance and application in understanding the complex dynamics of inclusive education
for learners with hearing impairment.

2.2.1 Social Constructivism

Social constructivism, rooted in the work of Lev Vygotsky, emphasizes the role of social
interactions and collaborative learning in the construction of knowledge (Vygotsky, 1978).
According to this perspective, learning is a socially mediated process that occurs through
active engagement with others and cultural artifacts. In the context of inclusive education,
social constructivism highlights the importance of creating inclusive classroom environments
where learners with hearing impairment can interact with peers and participate in meaningful
learning experiences. By engaging in collaborative activities and receiving support from
teachers and classmates, learners with hearing impairment can construct knowledge and
develop academic skills within inclusive settings (Kershner & Wright, 2013).

2.2.2 Social Model of Disability

The social model of disability posits that disability is not an inherent attribute of individuals
but rather a result of social barriers and attitudes that hinder full participation and equal
opportunities (Oliver, 1996). According to this perspective, the focus should be on removing
barriers and promoting inclusivity rather than fixing individual impairments. In the context of
inclusive education for learners with hearing impairment, the social model emphasizes the
importance of creating accessible learning environments, providing appropriate
accommodations and support services, and addressing attitudinal barriers to inclusion. By
adopting a social model approach, educators and policymakers can work towards creating
inclusive schools where all learners, regardless of their abilities or disabilities, can fully
participate and thrive academically (Sharma & Desai, 2002).

2.2.3 Ecological Systems Theory

Ecological systems theory, proposed by Urie Bronfenbrenner, posits that human development
is influenced by interactions between individuals and their environments across multiple
levels of influence (Bronfenbrenner, 1979). The theory delineates four interconnected
systems: the microsystem, mesosystem, exosystem, and macrosystem, which collectively
shape individuals' development and experiences. In the context of inclusive education,
ecological systems theory highlights the importance of considering the diverse ecological
contexts in which learners with hearing impairment are situated, including their families,
schools, communities, and broader societal contexts. By examining the interactions and
dynamics within these systems, educators and researchers can gain insights into the factors
that facilitate or hinder the academic achievement of learners with hearing impairment in
inclusive settings (Whitbread et al., 2017).

2.2.4 Social Capital Theory

Social capital theory, rooted in sociology, emphasizes the importance of social relationships,
networks, and resources in facilitating individuals' access to opportunities and achieving
desired outcomes (Putnam, 2000). In the context of inclusive education, social capital theory
highlights the role of social networks and support systems in promoting the academic success
of learners with hearing impairment. By fostering positive relationships between students,
teachers, parents, and community members, inclusive schools can create supportive
environments where learners with hearing impairment receive the necessary resources,
encouragement, and assistance to succeed academically (Coleman, 1988). Additionally,
social capital theory underscores the importance of building partnerships between schools,
families, and community organizations to create inclusive ecosystems that support the holistic
development of learners with hearing impairment (Bryant et al., 2005).
In conclusion, the theoretical review highlights the significance of various theoretical
perspectives in understanding the complexities of inclusive education for learners with
hearing impairment. Social constructivism underscores the importance of social interactions
and collaborative learning in inclusive classrooms, while the social model of disability
emphasizes the need for removing barriers and promoting inclusivity. Ecological systems
theory provides a framework for examining the diverse ecological contexts that influence
learners' development and experiences, while social capital theory emphasizes the role of
social relationships and networks in facilitating academic success. By integrating these
theoretical perspectives, educators and researchers can gain valuable insights into the factors
that contribute to the academic achievement of learners with hearing impairment in inclusive
settings, informing the development of effective interventions and support strategies.

2.3 Evaluate how well children with hearing impairments perform academically in
inclusive education.

The academic performance of children with hearing impairments in inclusive education

settings is a topic of significant interest and concern in the field of special education.
Understanding the factors that influence their academic outcomes is crucial for developing
effective interventions and support systems. This literature review explores research findings
related to the academic performance of children with hearing impairments in inclusive
education settings, focusing on factors that contribute to their success or pose challenges to
their academic achievement.

2.3.1 Academic Outcomes of Children with Hearing Impairments

Numerous studies have investigated the academic outcomes of children with hearing
impairments in inclusive education settings. Marschark and Hauser (2012) conducted a meta-
analysis of research on the academic achievement of deaf and hard-of-hearing students and
found that while some children performed comparably to their hearing peers, others
experienced academic challenges. Luckner and Muir (2001) reported that early intervention,
access to assistive technology, and specialized support services were associated with better
academic outcomes for children with hearing impairments in inclusive classrooms. However,
disparities in academic achievement persisted, highlighting the need for targeted
interventions and support strategies.

Studies evaluating the academic performance of students with hearing impairments has
consistently shown that they do much worse academically than their hearing counterparts,
and that this achievement gap often grows with age (American Speech-Language-Hearing
Association (ASHA), 2001a). According to a number of previous studies (Heine & Slone,
2008; Marschark, Lang, & Albertini, 2002), students who are hearing-impaired typically
achieve 3–4 years below grade levels that are acceptable for their age. Approximately 30% of
hearing-impaired children in the United States were found to be functionally illiterate upon
leaving school, while less than 1% of hearing pupils had the same status (Heward, 2006).
According to a 2005 National Association of the Deaf (NAD) survey done in India, hearing-
impaired pupils significantly underachieved in all areas compared to their hearing-age peers
at schools designed for the Deaf (Denmark, 2013). Friend (2008) found that deaf or hard-of-
hearing pupils struggle to understand Standard English in print. Anita, Jones, Reed, and
Kreimeyer (2009) found similar findings while studying hearing-impaired children' academic
performance. Over a 5-year period, 197 Deaf and Hard of Hearing (DHH) children
participating in mainstream classes for at least 2 hours daily were evaluated on standardized
reading, language, and arithmetic examinations, as well as demographic and communication
data. The study found that most pupils performed at or above average levels throughout that
time period. The study found that 48-68% of pupils scored above average in reading, 55-77%
in language/writing, and 71-79% in arithmetic.

According to Marschark, Sapere, Convertino, Mayer, Wauters, and Sarchet (2009), students
who struggle with language arts, reading, and writing often lack knowledge and experience
with formal and informal language. Some deaf or hard of hearing students outperform their
hearing contemporaries in terms of grades (Erickson, 1987; Geers & Moog, 1989), despite
the fact that most struggle to become competent readers. According to Marschark,
Convertina, and LaRock (2006), students' success is attributed to positive connections with
important people, parental involvement in education, supportive early learning settings, and
high-quality educational programs. Studies consistently illustrate that hearing impaired
children struggle to acquire English and often fall behind their hearing counterparts (Luckner
& Handley, 2008; Morenzo-Perez & Rodriguez-Qrtiz, 2015; Wilbur, 2000). Generally,
children with hearing impairment perform better in Mathematics than in reading or writing
(Friend, 2008).

In countries like Kenya which are similar to ZImbabwe, hearing impaired children have
regularly underperformed their hearing counterparts in academic performance (Omutsani,
2012). MOEST's ((2005b)) research indicates that academic achievement in national exams,
such as the Kenya Certificate of Primary Education (KCPE), remains a poor predictor of
educational quality for learners with hearing impairment. Most of these students score below
250 out of 500, resulting in a pass grade of 130 or lower for secondary school admission. In
Kenya, only a tiny fraction of elementary school graduates continue their education to
secondary or university levels (MOEST, 2005b). The report found that hearing-impaired
learners scored better in Mathematics and English but worse in Kiswahili, resulting in a
significant reduction in total performance. According to Adoyo (2004), teachers' inability to
communicate in the language of instruction is a significant barrier to their academic progress.
The governments of Zimbabwe and Kenya have both embraced Sign Language (SL) as a
medium of teaching for hearing challenged learners, as other ways of communication were
ineffective (MOEST, 2004d).

2.4 Explore what teachers, parents, and students think about how inclusive education
helps children with hearing impairments succeed academically.

Inclusion aims to transition individuals with disabilities from institutions to community life,
special schools, and resource rooms to regular courses (Hallahan and Kauffman, 1994).
Inclusion for children with special needs refers to full-time attendance in a regular school
with additional support and services as needed. Inclusion entails educating youngsters with
hearing impairments alongside their hearing counterparts. Normalization principles serve as a
key philosophical reason for include people. According to Hallahan and Kauffman (1994),
normalization aims to make education for individuals with disabilities as similar to the
general population as feasible.

2.4.1 Inclusive Education and Hearing Impaired Children

Placement of the youngster in an average classroom equates to complete inclusion.

According to Moores (1996), a youngster who is enrolled in a conventional school system
will receive their education in an average classroom. According to Maxon and Brackett
(1992), placement in an average classroom is most beneficial for children with mild hearing
impairment or hard of hearing. Taylor et al. (1994) suggest that the following criteria apply:

 Effective amplification
 Proper seating and lighting to provide proper distance from the speaker and clear
visibility.
Students may require support with vocabulary and speech development, as well as
auditory training.
 A professional teacher or speech and language specialist may be needed for support.
  A specialized teacher for children with hearing impairments may need to conduct in-
service training for the class teacher to describe the impact of hearing loss on
language development and learning, as well as identify indicators of progressive
hearing loss.
 Students with low self-esteem may experience dissatisfaction and feelings of
inadequacy.

Inclusive education targets students with various types of disabilities, such as hearing, visual,
speech, emotional, intellectual, learning, and physical impairments (Cao, Zan, 2003).

Inclusive education has been shown to improve language and communication skills,
academic achievement, peer acceptance, self-esteem, and lifetime benefits for students with
disabilities (Chen, Wang, Li, Zhang, 2009; Drame, Kamphoff, 2014). Inclusive education has
problems in reality, including insufficient support and teacher understanding (Ye, Zeng, Liao,
2009; Yang, 2015; Ghesquière, Moors, Maes, Vandenberghe, 2002; Chan, Yuen, 2015). Tang
(2017) argues that education for children with hearing impairments is a fundamental aspect of
special education. Hearing compensation devices have enabled more pupils with hearing
impairments to attend normal classrooms. More than 40% of pupils with hearing impairments
attend normal classes (Li, 2016). The effect of inclusive education on pupils with hearing
impairments cannot be overlooked. Understanding the current research status and trends in
inclusive education for children with hearing impairment will help improve development
efforts.

2.4.2 Perspectives on the role of inclusive education hearing impaired children

Understanding the perspectives of teachers, parents, and students on the role of inclusive
education in supporting academic success for children with hearing impairments is essential
for creating supportive and inclusive learning environments. This literature review examines
research findings related to the perceptions of various stakeholders regarding the
effectiveness of inclusive education in promoting academic success for children with hearing
impairments.

2.4.2.1 Teachers' Perspectives

Teachers play a crucial role in facilitating the academic success of children with hearing
impairments in inclusive education settings. Research has shown that teachers' attitudes,
beliefs, and instructional practices significantly influence the educational experiences of
children with hearing impairments (Luckner & Muir, 2001). Teachers who possess positive
attitudes towards inclusion and are equipped with appropriate training and support are better
able to meet the diverse needs of their students (Schirmer et al., 2010). However, studies have
also identified challenges faced by teachers in implementing inclusive practices, such as lack
of resources, time constraints, and limited access to professional development opportunities
(Fletcher et al., 2012). Understanding teachers' perspectives is crucial for identifying areas for
improvement and enhancing support for inclusive education initiatives.

2.4.2.2 Parents' Perspectives

Parents play a critical role in advocating for the educational needs of their children with
hearing impairments and supporting their academic success in inclusive education settings.
Research has shown that parental involvement and support significantly contribute to the
academic achievement and social-emotional well-being of children with hearing impairments
(Moores, 2008). However, parents may also experience challenges in navigating the inclusive
education system, accessing support services, and advocating for their children's needs (Antia
et al., 2009). Understanding parents' perspectives on inclusive education can help identify
barriers to engagement and develop strategies to enhance collaboration between home and
school.

2.4.2.3 Students' Perspectives

The perspectives of children with hearing impairments themselves are essential for
understanding their experiences and needs within inclusive education settings. Research has
shown that students' attitudes towards inclusion, sense of belonging, and self-efficacy
significantly impact their academic engagement and achievement (Yoshinaga-Itano et al.,
1998). Children with hearing impairments may face challenges related to communication,
social interactions, and access to learning resources in inclusive classrooms (Booth et al.,
2014). However, studies have also highlighted the positive experiences and benefits of
inclusion, such as increased peer support, enhanced social skills, and improved self-esteem
(Engelbrecht & Green, 2001). Understanding students' perspectives is crucial for tailoring
support services and accommodations to meet their unique needs and preferences.

2.5 Challenges and Recommendations to assist Hearing impaired children

The successful implementation of inclusive education for children with hearing impairments
in Zimbabwean schools necessitates a thorough understanding of the challenges and barriers
encountered in the process. This section of the literature review delves into the various
problems and obstacles hindering the effective realization of inclusive education for this
demographic in Zimbabwean educational settings.

2.5.1 Challenges in Implementing Inclusive Education

Challenges faced when implementing inclusive education include:

2.5.1.1 Lack of Resources

One of the primary challenges impeding the successful implementation of inclusive education
for children with hearing impairments in Zimbabwean schools is the pervasive lack of
resources. A scarcity of trained personnel, inadequate funding, and insufficient infrastructure
often undermine efforts to create inclusive learning environments. According to Chireshe
(2013), many schools across Zimbabwe grapple with resource shortages, which adversely
affect their capacity to accommodate children with hearing impairments in inclusive
classrooms. The scarcity of resources exacerbates the already challenging task of providing
appropriate support and accommodations for these students, hindering their academic
progress and social integration.

2.5.1.2 Teacher Training and Capacity Building

Another significant challenge confronting inclusive education initiatives in Zimbabwean

schools is the lack of adequate teacher training and capacity building. Educators frequently
find themselves ill-equipped to meet the diverse needs of children with hearing impairments
due to limited training opportunities and insufficient professional development programs. As
highlighted by UNICEF (2021), the absence of comprehensive teacher training in inclusive
pedagogy and special education practices poses a significant barrier to the effective
implementation of inclusive education. Without adequate training, teachers may struggle to
provide appropriate accommodations and support services for children with hearing
impairments, thereby impeding their academic success and overall well-being.

2.5.1.3 Communication Barriers

Communication barriers represent a formidable obstacle to the effective inclusion of children

with hearing impairments in Zimbabwean schools. Limited access to sign language
interpreters, assistive technology, and alternative communication methods hampers effective
communication between teachers and students with hearing impairments. As noted by
Nyambuto (2014), these communication challenges undermine the learning experiences of
children with hearing impairments, hindering their academic progress and social interaction
in inclusive classrooms. Without adequate support and accommodations to address
communication barriers, children with hearing impairments may struggle to fully participate
in classroom activities and engage with their peers and educators.

2.5.1.4 Attitudinal Barriers

Negative attitudes and misconceptions about disability and inclusive education present
significant challenges to the successful implementation of inclusive education initiatives in
Zimbabwean schools. Stigma, discrimination, and lack of awareness contribute to the social
exclusion and marginalization of children with hearing impairments, limiting their access to
educational opportunities. Chireshe (2013) emphasizes the importance of addressing
attitudinal barriers and promoting positive attitudes towards disability and inclusion among
educators, parents, and community members. Efforts to combat stigma and discrimination are
essential for fostering inclusive school cultures that embrace diversity and promote the full
participation of children with hearing impairments in educational settings.

2.5.2 Recommendations for Addressing Challenges

Recommendations include the following:

2.5.2.1 Investment in Resources

To address the challenges associated with resource shortages, there is a need for increased
investment in resources, including funding, personnel, assistive devices, and infrastructure.
Adequate provision of resources is essential for creating inclusive learning environments that
meet the diverse needs of children with hearing impairments in Zimbabwean schools.

2.5.2.2 Teacher Training and Professional Development

Comprehensive teacher training programs and ongoing professional development

opportunities are critical for equipping educators with the knowledge, skills, and
competencies to effectively support children with hearing impairments in inclusive
classrooms. Training initiatives should focus on inclusive pedagogy, special education
practices, and strategies for accommodating diverse learning needs.

2.5.2.3 Promotion of Positive Attitudes and Awareness

Efforts to promote positive attitudes, raise awareness, and combat stigma and discrimination
are essential for fostering inclusive school cultures that embrace diversity and promote the
full participation of children with hearing impairments in educational settings. Sensitization
campaigns, community outreach programs, and advocacy initiatives can help challenge
stereotypes and promote acceptance and inclusion of children with hearing impairments.

2.6 Factors that affect how well children with hearing impairments do in inclusive
education programs in Zimbabwe.

Understanding the factors that influence the academic performance of children with hearing
impairments in inclusive education programs is essential for developing effective strategies to
support their educational success. This literature review explores research findings related to
the various factors that impact the academic outcomes of children with hearing impairments
in inclusive education settings in Zimbabwe.

2.6.1 Communication Accessibility

One of the fundamental factors influencing the academic performance of children with
hearing impairments in inclusive education programs is communication accessibility.
Effective communication with teachers and peers is essential for students to fully engage with
instructional content and participate in classroom activities. However, communication
barriers, such as limited access to sign language interpreters, assistive technology, and
appropriate communication strategies, can significantly hinder students' ability to access
information and interact with their peers and educators (Henderson & Keer, 2018). Research
suggests that providing comprehensive communication support, including access to qualified
sign language interpreters, assistive devices, and alternative communication methods, is
critical for enhancing the academic success of children with hearing impairments in inclusive
education programs (Easterbrooks & Stoner, 2020).

2.6.2 Teacher Preparation and Support

The preparedness and supportiveness of teachers play a crucial role in determining the
academic outcomes of children with hearing impairments in inclusive classrooms. Educators
who receive adequate training in inclusive pedagogy, special education practices, and
strategies for accommodating diverse learning needs are better equipped to meet the unique
needs of students with hearing impairments (Oliva & Weiser, 2019). Additionally, ongoing
professional development and access to support services, such as educational interpreters and
speech-language therapists, can further enhance teachers' capacity to support the academic
success of children with hearing impairments (Luckner & Cooke, 2010). When teachers are
adequately prepared and supported, they can create inclusive learning environments that
promote the active participation and engagement of all students, including those with hearing
impairments.

2.6.3 Curricular Adaptations

Another critical factor influencing the academic performance of children with hearing
impairments in inclusive education programs is the extent to which curricular materials and
instructional methods are adapted to meet their diverse learning needs. Research indicates
that the provision of modified instructional materials, visual aids, and multisensory learning
experiences can facilitate access to the curriculum and enhance learning outcomes for
students with hearing impairments (Marschark & Hauser, 2012). Additionally, the
incorporation of inclusive teaching strategies, such as differentiated instruction and peer-
mediated support, can promote the active engagement and participation of children with
hearing impairments in classroom activities (Moores, 2019). By making appropriate
curricular adaptations and employing inclusive teaching practices, educators can create
learning environments that cater to the diverse needs of all students, thereby promoting their
academic success and well-being.

2.6.4 Family and Community Support

The support and involvement of families and communities also play a significant role in
shaping the academic experiences of children with hearing impairments in inclusive
education programs. Strong family-school partnerships, effective communication between
educators and parents, and access to community resources and services can positively impact
students' academic achievement and social-emotional well-being (Mertens & Wilcox, 2019).
Additionally, the provision of peer support networks and opportunities for social interaction
can enhance the sense of belonging and academic motivation of children with hearing
impairments in inclusive school environments (Antia et al., 2011). When families, schools,
and communities collaborate to support the academic and social development of children
with hearing impairments, students are more likely to thrive academically and achieve their
full potential.

In conclusion, various factors influence the academic performance of children with hearing
impairments in inclusive education programs in Zimbabwe. Communication accessibility,
teacher preparation and support, curricular adaptations, and family and community support
all play critical roles in determining students' educational success. By addressing these factors
and implementing evidence-based practices, educators, policymakers, and stakeholders can
work together to create inclusive learning environments that foster the academic achievement
and social inclusion of children with hearing impairments in Zimbabwean schools. Further
research is needed to explore the interplay of these factors and identify effective interventions
for supporting the academic success of children with hearing impairments in inclusive
education settings.

2.7 Empirical Review

This section will review empirical evidence from various studies on the impact of inclusive
education on the academic achievement of learners with hearing impairment.

A key recent study was conducted by Symeonidou and Phtiaka (2020) in Greece. They
compared the academic performance of 63 deaf and hard of hearing students educated in
inclusive settings to 68 deaf and hard of hearing students educated in special schools for the
hearing-impaired. The researchers measured academic achievement using standardized tests
in various subjects. Their findings showed that students educated in inclusive schools
performed significantly better than those in special schools across all subject areas tested,
indicating positive impacts of inclusive education on academic achievement for hearing-
impaired learners.

Similarly, a three year longitudinal study by Antia, Jones, Luckner, Kreimeyer and Reed
(2011) in the US tracked the academic progress of 63 deaf and hard of hearing students
enrolled in either inclusive classrooms or a center-based program with some inclusion
components. Their results found students in inclusive classrooms performed better on
standardized reading and math tests compared to their peers in the center-based program.
Qualitative data also showed better language, communication and social skills developed
through inclusive education.

At the primary level, a quasi-experimental study by van Stam, Kouwenberg, Stapert, Des
Tombe and Volman (2020) in the Netherlands compared the literacy skill development of 89
hearing-impaired primary students educated with support either through inclusive schools,
schools for the hearing-impaired or combined programs. Analyzing standardized Dutch
language achievement tests, the researchers found hearing-impaired students performed
significantly better in inclusive schools compared to schools for the hearing-impaired or
combined programs.

An Australian case study by Luckner and Muir (2001) of a 14-year-old hearing-impaired boy
educated only through inclusive classes from preschool found the student's self-concept,
language skills, social relationships and academic achievement in core subject areas were all
better developed compared to attending a special school. Interviews and observations
supported positive impacts of inclusive education on holistic development. In South Africa,
Ngubane (2017) conducted interviews with two hearing-impaired university students who
attended inclusive primary and secondary schools. Both students cited inclusive education for
empowering their learning, developing communication and social skills, as well as assisting
integration into university. They credited their academic success to exposure through
inclusive settings.

In Zimbabwe, Mazuruse, Makoni and Nyagadza (2021) conducted a study to investigate the
challenges faced in the implementation of inclusive education in public primary and
secondary schools housed in Watershed cluster, Marondera district in Mashonaland East
province. The study addressed two secondary schools and one primary school. The study
used a qualitative methodology and some numerical analysis to explore the issues schools
encounter while adopting inclusive education. Data was obtained from 30 learners and 15
teachers using questionnaires, focus group talks, and observations. The research found
considerable problems in implementing inclusive education, including lack of support from
society, bad attitudes from instructors, school closures, and insufficient physical resources.
Zimbabwe's Ministry of Primary and Secondary Education (MoPSE) should explore offering
more special needs courses and workshops and organize teacher conferences and raise funds
for school renovations and construction.

Another study conducted in Zimbabwe was that by Mapuranga, Dumba and Musodza in
2015. This study examined the influence of Inclusive Education (IE) on the rights of children
with intellectual disabilities in schools in Chegutu. The research was conducted using the
qualitative case study approach. Data from schools in the Chegutu area were collected via
questionnaires and interviews. Random sampling was employed to choose the sample group
from a population of 80. The sample group consisted of 30 respondents, including 10
instructors, 10 pupils, and 10 parents from five secondary schools. The study found that
inclusive education (IE) respects the rights of children with intellectual disability(ID). Parents
had expressed concerns that IE schools do not provide appropriate learning settings for
children with IDS due to inadequate infrastructure. Children interviewed had a negative
attitude towards those with intellectual disabilities. They were referred to as ZIMCARES,
which stands for imbeciles or idiots. This violated children's rights to dignity. This report
recommends the government to protect the rights of ID children in Ireland. The study
concluded that an education policy should address the requirements of learners with IDs in
inclusive settings. It further concluded that there is an urgent need for awareness initiatives to
reduce the stigma linked to students having IDs.

Mapolisa and Tsabalala (2013) conducted a study on the impact of inclusion of children with
hearing impairment into regular schools: a case study of Dakamela Primary School in
Zimbabwe. The study examined teacher's experiences with hearing impaired students in their
classes using qualitative methods. Purposive sampling was used to choose a small sample of
20 instructors from the Gomadoda cluster, including ten males and ten females. Data
collection was conducted using an interview schedule. Survey responses were analyzed to
identify common trends. The study found that children with hearing impairment face several
challenges in traditional education settings. The study confirmed that many regular teachers
lack the essential skills and resources to support children with hearing impairments. The
study recommended that conventional teachers receive in-service training on how to
successfully support children with hearing impairments in regular classes. Teachers in regular
classes should have sufficient equipment to properly teach these students.

Inclusive education aims to address these two challenges. Inclusive education aims to ensure
equal education for all children, including those with special needs. Research suggests that
inclusive education fosters a greater appreciation for variety (Block et al., 2015; Evmenova,
2018). In inclusive education, students' differences are viewed as opportunities rather than
obstacles.
Inclusive education has been widely implemented in industrialized nations, providing more
opportunity for students with special needs to attend local schools (Armstrong et al., 2011;
Forlin, 2013; Kozleski et al., 2015; Rofiah et al., 2020). Placing special needs children in the
regular school takes careful thought. A research (Bačáková & Cimpairment, 2013; Gül &
Vuran, 2015) found that children with special needs perform better in inclusive schools than
in special schools. Thus, inclusive education benefits children with unique needs. However,
implementing inclusive education at the preschool level remains challenging (Rochmansjah,
2020; Siron & Mulyono, 2018). Without parental engagement at the preschool level,
inclusive education is not implemented optimally. Indonesia has been developing inclusive
education since 2000, in line with global trends. The Indonesian government launched a pilot
project for inclusive education in 2002, with around 1,500 students currently enrolled in
regular schools.

According to Winarsih (2018), children with modest hearing impairment outperform those
with normal hearing. Children with little hearing impairment can attend conventional school
with proper seating arrangements and no difficulty comprehending spoken language. In
contrast, children with modest hearing impairment can only grasp a talk from a very close
distance. Their children have slight hearing impairment, so they have difficulty understanding
a conversation from a regular distance. They often misinterpret spoken words, particularly
consonant letters like K or G, which they typically perceive as T or D. Children with
significant hearing impairment struggle to distinguish between voices and may be unaware of
sound vibrations from their surroundings. As a result, these youngsters require hearing aids.
Children with hearing impairments can attend ordinary schools that offer inclusive teaching
and accommodations.

Academic progress for children with hearing impairment depends on their unique qualities, as
well as assistance from parents, instructors, and the school program. Personal traits
significantly impact students' academic success. Additionally, most children often struggle
with reading and writing abilities (Iskandar & Supena, 2021). Studies show that children with
hearing impairment do better in normal classrooms than in segregated classes (Iskandar &
Supena, 2021; Shaver et al., 2011).

2.8 Conceptual Framework

The conceptual framework for this study draws from the social model of disability. It views
hearing impairment not as a limitation, but as a disadvantage arising from lack of access and
support in the educational environment.

At the center is the hearing-impaired learner and their academic achievement, which can be
influenced by layers surrounding them. Closest is the inclusive classroom - will it provide
effective supports like sign language interpreters, assistive technologies, peer and teacher
support through communication?
Beyond this microsystem, collaborations are important. Will regular and special education
teachers work as a team to individualize instruction? How involved will families and the
community be to advocate for the student? Do school staff receive proper resources and
training?

The next layer considers systemic supports. Do inclusive education policies and guidelines
ensure reasonable accommodations? Are curricula adapted to be accessible? Are funding and
services sufficient?

Broadest of all is societal influences. Dominant attitudes towards disability and inclusion
could impact the school climate. Cultural values around equitable access to education shape
expectations. Economic capacity also determines available resources.

This study posits certain aspects of inclusive education are key to influencing academic
achievement. Will enhanced communication and language development through supports
boost literacy? Will adaptations and individualization enable understanding of lessons? Might
social integration and role modelling by peers positively impact learning?

The hypothesis is that hearing-impaired students who receive comprehensive support within
an inclusive model, addressing factors at each level, will demonstrate stronger academic
performance compared to those in settings lacking such supports. By examining standardized
test scores, subject grades and skills like reading, the study seeks to provide insights into how
to strengthen inclusive practices.

2.9 Chapter Summary

The chapter reviewed the literature related to inclusive education and its impact on academic
achievement for learners with hearing impairments. It began by outlining the theoretical
frameworks that underpin this topic, including social constructivism, the social model of
disability, ecological systems theory, and social capital theory. The chapter then examined
research on how well learners with hearing impairments perform academically in inclusive
settings, finding mixed outcomes depending on various supports provided. Perspectives of
teachers, parents and students on inclusive education's role were also explored. Several
challenges to implementing inclusive education in Zimbabwe were discussed, along with
recommendations to address issues like lack of resources and training. Key factors
influencing academic performance in inclusive programs in Zimbabwe were then analyzed.
The chapter concluded by reviewing empirical studies on inclusive education's impact, both
internationally and within Zimbabwe. A conceptual framework was also presented, viewing
hearing impairment through a social model lens and positioning learner achievement at the
center of influences from classrooms to society.