enrolment rates of the children with disability including identifying the CWD in the area of their residence by school committees; by campaigns through public meetings; by formulating joint task forces; and by influence of donor and local organization support. However, enrolment was still hindered by many factors including negative cultures and traditions towards the children with disability. Task Two examined the challenges associated with the teaching and learning of the pupils with hearing and visual disability in inclusive classrooms. The findings showed that there were challenges namely; lack of access to school buildings, inadequate funding, lack of parental support due to cultural and traditional practices, lack of training to teachers for inclusive education, and schools lack of essential teaching and learning resources. Challenges were also found in accessing some school buildings due to poor design of school buildings. On the part of learning, the challenges facing the pupils with hearing and visual disability included lack of social and community support, policy and human resources limitations, unfriendly classroom learning environment and infrastructural barriers. For example, the use of abusive language was discouraging the pupils with disability. Task three assessed the adequate and relevance of teaching and learning materials for pupils with hearing and visual impairment in inclusive schools. The findings revealed that the implementation of PEDP did very little to promote the teaching and learning resources for inclusive classrooms. There was a big gap between the demands and the actual availability of teaching and learning materials in inclusive classrooms. In addition, the available teaching and learning materials were
enrolment rates of the children with disability including identifying the CWD in the area of their residence by school committees; by campaigns through public meetings; by formulating joint task forces; and by influence of donor and local organization support. However, enrolment was still hindered by many factors including negative cultures and traditions towards the children with disability. Task Two examined the challenges associated with the teaching and learning of the pupils with hearing and visual disability in inclusive classrooms. The findings showed that there were challenges namely; lack of access to school buildings, inadequate funding, lack of parental support due to cultural and traditional practices, lack of training to teachers for inclusive education, and schools lack of essential teaching and learning resources. Challenges were also found in accessing some school buildings due to poor design of school buildings. On the part of learning, the challenges facing the pupils with hearing and visual disability included lack of social and community support, policy and human resources limitations, unfriendly classroom learning environment and infrastructural barriers. For example, the use of abusive language was discouraging the pupils with disability. Task three assessed the adequate and relevance of teaching and learning materials for pupils with hearing and visual impairment in inclusive schools. The findings revealed that the implementation of PEDP did very little to promote the teaching and learning resources for inclusive classrooms. There was a big gap between the demands and the actual availability of teaching and learning materials in inclusive classrooms. In addition, the available teaching and learning materials were
Fredy_final_research.docx