Teachers’ Use of Communication Techniques for Achievement of Daily Living Activities by Learners with Deafblindness in Primary Schools, Uganda
Omugur, Julius Patrick
Awori, Beatrice Bunyasi
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Historians and educationists globally have described deafblindness by examining its roots in the fields of blindness, deafness and multiple disabilities (Hart, 2006). Scholars describe deafblindness as a unique field because it tries to meet the complex communication and programming needs of individuals with very diverse conditions. The purpose of the study was to establish the teachers’ use of communication techniques that enable learners with deafblindness achieve life skills during Activities of Daily Living (ADL) in primary schools in Uganda. The study focused on two government-aided primary schools from Eastern and Mid-western regions of Uganda. This paper presents findings obtained through a descriptive survey research design with a sample size of 32 participants. Purposive sampling approach was used to identify study sites and participants. The results were analyzed descriptively using a triangulation approach according to categories and emerging sub-themes. The study concluded that teachers of learners with deafblindness were not doing well in the area of communication development to effectively support learners to achieve life skills during ADLs. Teachers should be trained in communication techniques to cater for indoor and outdoor ADLs, they should also be encouraged to carry out exploratory visits to schools of similar settings to share their experiences. Government should allocate funding and procure adequate and adapted teaching and learning materials. Uganda National Curriculum Development Centre should be flexible in curricula adaptations and reviews. Through this approach, accommodation of learners with multisensory impairments can be achieved. The study suggests that educational training institutions should develop tailor-made programs to equip teachers with necessary skills to support learners with deafblindness. Stake holders working with multisensory teams alongside schools should be trained further. Assessment of learners with deafblindness in the area of communication should be offered timely in order to provide early intervention measures.