Investigating Classroom Teaching Strategies Used in the Learning of Deafblind Learners in Selected Special Schools of Southern Province, Zambia

The study sought to investigate classroom teaching strategies used in the learning of deafblind learners in selected special schools of southern province of Zambia. The objectives of the study were; to establish the instructional methods used by the teachers teaching learners with deafblindness; to analyze the curriculum adaptations used for learners with deafblindness; to investigate the available teaching resources for learners with deafblindness; to determine the benefits of stakeholder (parental) collaboration on the teaching of learners with deafblindness. The case study was preferred in order to allow an in-depth study of the classroom strategies used for learners with deafblindness. Qualitative methods were used to collect data. Simple random and purposive sampling was used to select the sample. Interview guide and focus group discussion guide were used to collect data. Thematic analysis was used to analyze qualitative data. With regards to objective one, instructional methods the findings were that the teachers were applying some instructional strategies during the teaching of learners with deafblindness such as task analysis, repetition drill and coactive teaching but negatively one to one, peer tutoring and prompting were not used because the teachers lacked knowledge on how they were to be used. With regards to objective two curriculum adaptation, the study established that, despite teachers trained in special education were not conversant with the concept of curriculum adaptation for deafblind learners. Majority in this study showed that they did not understand the concept of adaptation for deafblind learners. In addition to what was discovered, few teachers were able to apply some strategies of adapting the curriculum. In line with objective three, the available resources such as diagrams, tactile, graphs, auditor devices, assistive devices needed for deafblind learners were used. Challenges were that teachers, education standards officers, head teachers and parents on deafblind education were not conversant on the appropriate teaching resources to be used due to lack of training on deafblind education. With regards to stakeholder’s involvement, it was established that a challenge was seen with language barrier between parents and their deafblind children. It was also observed that most parents were unable to visit the schools of their deafblind children in order to appreciate the education that was being given to the deafblind learners, travelling expenses by parents and lack of commitment towards the education of deafblind learners. The recommendations were that, ministry of education to incorporate teacher training colleges in order to provide deafblind education, strengthen multi-disciplinary teams from provincial level to the school level. Increase awareness on deafblind education in communities. Provide school platform for families to be involved in the education of their deafblind children.