PRIMARY SCHOOL TEACHERS’ EXPERIENCES AND PERSPECTIVES OF TEACHING SEXUALITY EDUCATION TO LEARNERS WITH HEARING IMPAIRMENT IN KENYA

David Kipkemboi Lagat, John Boit Mugun, Bernard Lushya Misigo

Abstract


Teachers play a crucial role in implementing Comprehensive Sexuality Education (CSE), and their experiences and perspectives reveal both opportunities and challenges in classroom delivery. This study explored teachers’ experiences of teaching sexuality education to learners with hearing impairment (LWHI) in primary schools in Kenya’s North Rift region. A qualitative approach within a critical paradigm was used, employing a phenomenological design guided by Transformative Learning Theory. Data were collected from 12 purposively selected teachers in two schools for LWHI through photo elicitation and group discussions, and were thematically analysed. Findings showed that LWHI are vulnerable due to hearing disability, limited communication, community-related sexuality issues, and a lack of accurate information. Barriers to CSE included teachers’ limited understanding, indecision, insufficient curriculum content, and failure to fulfil expected roles, while enablers included existing school programs and teachers’ acceptance of responsibility. Teachers’ perspectives were inconsistent: although willing to teach, they often used inappropriate language and were influenced by cultural attitudes, particularly within the Pokot community. The study recommends that the Ministry of Education and the Kenya Institute of Curriculum Development address these challenges by training parents and communities in Kenya Sign Language, providing in-service teacher training, and strengthening the CSE curriculum in both depth and breadth.

Keywords


learners with hearing impairment (LWHI), comprehensive sexuality education (CSE), teachers’ experiences and perspectives

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i7.6763

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