Teacher Preparedness in Special Needs Education and its Influence on the Quality of Education for Learners with Hearing Impairment in Kenya

Abstract

This study looks at teacher preparedness in Special Needs Education (SNE) and how it affects the quality of education for students with hearing impairments in Kenya. The research is based on Special Needs Education principles and Constructivist Learning Theory, with a focus on the role of trained teachers in creating inclusive and learner-centered environments. The study looks into critical aspects of teacher preparedness, such as professional training, pedagogical abilities, fluency in Kenyan Sign Language, access to teaching and learning resources, and attitudes toward students with hearing impairments. A mixed-methods approach was used, integrating quantitative data from structured questionnaires distributed to teachers with qualitative insights from interviews with educators and school officials from several locations in Kenya. The findings show that, while policy frameworks for inclusive education exist, there are major gaps in teacher training, notably in specialized teaching strategies and communication skills for students with hearing impairments. Many instructors receive little exposure to SNE during pre-service training and have limited access to ongoing professional development opportunities..

Keywords: Teacher preparedness, Special Needs Education, Quality of education, Students with hearing impairment, Kenya

DOI: 10.7176/JEP/17-6-11

Publication date: June 30^th 2026