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All Journal International Journal of Educational Innovation and Research Managere: Indonesian Journal of Educational Management
Sungwa, Reuben
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Innovative Strategies of Sign Language Interpretation Services to Optimize Learning for Deaf Students in Inclusive Classrooms: An In-Depth Study in Inclusive Schools Charles, Jane; Bali, Theodora; Sungwa, Reuben
Managere: Indonesian Journal of Educational Management Vol. 6 No. 2 (2024)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v6i2.474

Abstract

This study focuses on exploring the effectiveness of sign language interpretation services in supporting the learning involvement of deaf students in inclusive classrooms. In the context of the limited number of professionals who are proficient in sign language, this study examines the role of peers, the use of local signs, and guest speakers as alternative interpretations applied in inclusive schools. This research uses a qualitative method with a phenomenological approach, which allows for deepening the experiences and perceptions of various related parties, including deaf students, teachers, and school principals. Data were collected through in-depth interviews and direct observation in two inclusive schools in a specific region, involving 32 participants consisting of principals, sign language teachers, non-professional teachers, and deaf students. The data analysis technique used is the thematic analysis of Miles and Huberman, which includes the stages of data reduction, data presentation, and conclusion drawing and verification. The results showed that although peers and local signs helped with minimal involvement of deaf students, the presence of professional sign language teachers was more effective in ensuring a deep understanding of the subject matter. In addition, guest speakers from local education offices contribute positively to learning, despite limited availability and lack of sustainability. These findings underscore the importance of developing comprehensive and professional interpretation services in creating an inclusive educational environment. The implications of this study are the need for long-term strategies involving peer training and recruitment of professional sign language teachers to support the learning engagement of deaf students, as well as the provision of policies that are responsive to the communication needs of students with special needs in inclusive schools.  
Understanding perceptions of teachers and pupils towards corporal punishment for pupils with disabilities in primary schools in Tanzania: Implications for the promotion of social justice in education Zuberi, Thabiti; Seni, Abdallah Jacob; Sungwa, Reuben
International Journal of Educational Innovation and Research Vol. 4 No. 1 (2025)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/ijeir.v4i1.11093

Abstract

In Tanzanian primary schools, corporal punishment is legally permitted and widely practiced as a disciplinary method, often extending to pupils with disabilities. This study explores the perceptions of teachers and pupils towards the use of corporal punishment on pupils with disabilities, focusing on its implications for social justice and inclusive education. A qualitative approach, employing a phenomenological design, was used to understand the lived experiences of the participants. Data were collected through in-depth interviews with two head teachers and eight subject teachers, as well as focus group discussions involving ten pupils with disabilities, all purposively sampled. Thematic analysis revealed that corporal punishment is commonly justified by teachers as a means of addressing indiscipline, despite its negative impact on pupils’ emotional well-being and academic engagement. Some teachers recognized the contradiction between corporal punishment and inclusive education principles, highlighting its violation of the rights of pupils with disabilities. Pupils described feeling marginalized and fearful, highlighting the adverse effects of this practice on their sense of belonging and learning environment. The study recommends a shift towards alternative disciplinary approaches that uphold the rights and dignity of all pupils, particularly those with disabilities. It emphasizes the need for targeted professional development programs to equip teachers with non-violent strategies for managing classroom behavior. Furthermore, it calls for the enforcement of inclusive education policies and the creation of support networks to foster socially just and equitable learning environments. By addressing these issues, this study contributes to the discourse on inclusive education and social justice, advocating for systemic reforms to align Tanzanian educational practices with global standards.
Co-Authors Bali, Theodora Charles, Jane Seni, Abdallah Jacob Zuberi, Thabiti