Adequacy of Teaching–Learning Resources in Facilitating Inclusive Education for Learners with Hearing Impairments in Mombasa County, Kenya

Inclusive education has emerged as a global priority aimed at ensuring equitable access to quality education for all learners, including those with disabilities. However, the successful implementation of inclusive practices depends significantly on the availability of adequate teaching–learning resources. This study examined the adequacy of such resources in supporting learners with hearing impairments in public primary schools in Mombasa County, Kenya.
A descriptive survey design was adopted, involving 60 teachers and 20 headteachers from 20 inclusive public primary schools. Data were collected using questionnaires and interviews and analyzed using descriptive statistics and thematic analysis.
Findings revealed a substantial shortage of essential instructional resources, including assistive hearing devices, visual teaching aids, and specialized learning materials. These inadequacies hinder effective communication, reduce learner participation, and negatively affect academic achievement.
The study concludes that insufficient teaching–learning resources significantly impede the implementation of inclusive education. It recommends increased funding, provision of assistive technologies, and strengthened institutional support to enhance inclusive practices.

Inclusive education, hearing impairment, teaching–learning resources, assistive technology, Kenya

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