COMBATING ACADEMIC ACHIEVEMENT DISCREPANCIES AMONG LUBOMBO MAINSTREAM HIGH SCHOOLS’ LEARNERS WITH PARTIAL HEARING IMPAIRMENT: A BIO- ECOLOGICAL SYSTEMS PERSPECTIVE

Abstract

The inclusion of learners with partial hearing impairment (LWPHI) in Lubombo mainstream high schools was welcome with a sigh of relief by parents of LWPHI. The purpose of this study was to explore intervention strategies which can be utilized for combating academic achievement discrepancies among Lubombo mainstream high schools’ LWPHI. The phenomenological study used a social constructivism paradigm and a qualitative research approach. Participants of the study were selected using purposive criterion sampling and they were 14 (n=14) in total. The data collection process entailed utilization of individual semi-structured interviews and conducting of non-participant observations. Data were analysed using thematic analysis. The findings suggest that modification of curriculum and instructional strategies can play a pivotal role in combating academic achievement discrepancies among LWPHI. The study recommends that Educational policy makers should consider formulating a policy that incorporates a more comprehensive curriculum that will ensure provision of more vocational subjects. Furthermore, the Ministry of Education and Training should consider joining hands with the Ministry of Information Communication and Technology to provide sufficient computers and internet connectivity to all mainstream high schools in the Lubombo region so that during their studies, LWPHI can be given ample time to access the computer laboratories and utilise internet resources.