SUPPORTIVE STRUCTURES AND SERVICES AVAILABLE FOR ACADEMIC INCLUSION OF LEARNERS WITH HEARING IMPAIRMENT IN JUNIOR SECONDARY SCHOOLS AT DADAAB REFUGEE CAMP, KENYA

Abstract

Inclusive education in refugee settings remains a global challenge, especially for learners with disabilities who face multiple vulnerabilities (UNHCR 2023). This paper presents key findings from a study that explored supportive structures and services available for the academic inclusion of learners with hearing impairments in Junior Secondary Schools at Dadaab Refugee Camp, Kenya. Guided by the Social Inclusion Theory by Clough and Corbett, the study adopted a qualitative phenomenological design within the interpretivist paradigm to explore the lived experiences. Data were collected from 9 learners with hearing impairments, 10 peers, and 10 teachers through semi-structured interviews and focus group discussions and then analyzed thematically. Findings revealed that although inclusive practices are recognized and somewhat applied, learners still encounter significant obstacles due to a lack of assistive technologies, a shortage of Kenyan Sign Language interpreters, and limited teacher training in inclusive pedagogy. Nonetheless, supportive services such as availability of Learner Support Assistants, Educational Assessment and Resource Centers, psychosocial support and the integration of ICT were identified as essential facilitators of inclusion. However, the sustainability of these services is threatened by donor fatigue and the gradual withdrawal of humanitarian aid. The study reaffirms the Social Inclusion Theory by illustrating that inclusion requires systemic, pedagogical and attitudinal change. Recommendations include strengthening teacher training, expanding sign language interpretation, improving digital learning tools, and maintaining partnerships between the Ministry of Education, UNHCR and humanitarian organizations to ensure inclusive education.