Odhiambo, Lucy Atieno2026-03-262026-03-262025-10https://ir-library.ku.ac.ke/handle/123456789/32861A Research Thesis Submitted in the School of Education and Lifelong Learning in Fulfillment of Requirements for the Award of the Degree of Masters of Education (Special Needs Education) of Kenyatta University, October, 2025 Supervisor: 1.Isanda Beatrice Onchari 2.Hudson Ouko Ong’ang’aThis study purposed to investigate the perspectives of learners with hearing impairments towards inclusive learning at an Inclusive Primary School in Homa-bay County, Kenya. Study objectives were: to establish the academic experiences of LHIs at an Inclusive Primary School, to establish the instructional strategies that enable the inclusion of LHIs within a primary school context at an Inclusive Primary School, to determine the classroom modifications that are meant to enable the inclusion of LHIs at an Inclusive Primary School and to identify the challenges faced by teachers in promoting IL of LHIs in a Primary School context. Bronfenbrenner’s Ecological Systems Theory (1989) guided this study. Case study design was used. The study was conducted at an Inclusive Primary School in Homa-Bay County, Kenya and targeted all the 17 teachers and all the 24 LHIs. Study sample of 26 respondents comprised Head Teacher, 13 IC teachers and 12 LHIs was purposively sampled. The study was based on qualitative research methodology. Data collection instruments were semi-structured interview guide, observation checklist, interview schedule and focus group discussion guide. The instruments were triangulated to increase results validity and credibility. Content validity was achieved through consultations with the professional supervisors who were experts in the area studied, to ensure that the instruments were appropriate in language, clarity and addressed all the research objectives. The researcher’s fellow peers also reviewed this work to validate it. Reliability of data collection instruments was assessed through test-retest technique. Qualitative data was analyzed according to themes derived from the research objectives. NVivo software was used for analysis that involved systematic coding and organization to identify recurring themes. Direct quotations from the respondents were presented in verbatim. The study findings established that the Inclusive Primary school had IE policy, reflecting a commitment to creating an IL environment. All classes were inclusive of LHIs. Teachers employed strategies like speaking loudly and clearly, maintaining visual contact and emphasizing proper pronunciation to facilitate effective communication and learning for LHIs. Instructional methods used included collaborative teaching, discussion groups, project-based learning, practical demonstrations, use of visual aids, realia and use of songs. Classroom modifications included preferential seating, proper lighting, raised windows and painted doors to ensure conducive learning environment. IEPs were used to tailor instruction to the needs of LHIs. Challenges included inadequate number of trained teachers, lack of assistive devices, no sign language interpreters, time management during lessons, lack of specialized teaching methods, large class sizes and limited teaching aids. The study concluded that LHIs were positive towards IL they got challenged by their peers to do better and drew immense support from learners without HIs. They strongly acknowledged the extra support given by their teachers. Teachers audibly spoke with clarity while facing learners. The study recommends ensuring that classes are decongested by the government, through the MoE, to maintain the standard teacher to learner ration to enable LHIs to benefit from IL in the ICs. This requires the creation of more or expansion of existing schools and providing adequate number of trained teachersenThesis