Implementation of the total communication method in Tanzanian special public primary schools for pupils with hearing impairments

Abstract

Effective communication is essential for the academic and social development of pupils with hearing impairments (PwHIs). In Tanzania’s Special Public Primary Schools (SPPS), the Total Communication Method (TCM) is recommended to support inclusive instruction; however, concerns remain regarding teachers’ knowledge and its classroom implementation. This study examined teachers’ knowledge and use of TCM when teaching PwHIs. Guided by Total Communication Theory (1967), the study employed a qualitative case study design. Data were collected from 38 participants (two headteachers, 20 teachers, and 16 PwHIs) through interviews, classroom observations, and document review, and analyzed using thematic analysis. The findings revealed limited conceptual and practical knowledge of TCM among teachers and inconsistent integration of communication modes such as speech, sign language, gestures, and visual aids. The study recommends strengthening pre-service and in-service training to improve teachers’ competencies in implementing TCM.