Page 41 - EDUCON 2022 Book of Abstracts

conversations between teachers and interpreters during teaching and
learning sessions.
Aim: The study aimed to explore teachers coping strategies and
mechanisms when teaching learners with hearing and visual
impairment, given the COVID-19 rules and protocols.
Methodology: The study used Grounded Theory methods for
conducting and collecting data. The participants of this study were
teachers who teach LHI and LVI from four schools: two inclusive
secondary schools in Oshana region; one special school in Oshana
region, and one special school in Ohangwena region.
Results: The findings indicated that it was difficult to implement
strategies as learners were home-based. Teachers had to set up
assessment activities for parents to collect at specified times- to
engage learners in the activities. The results further indicate that
teachers viewed the closure of schools as the greatest teaching and
learning process destructor because most of the learners and teachers
were traumatized by the deaths of family members, colleagues, and
people in the community and this had affected their learning.
Conclusions: Many teachers failed to provide face-to-face classes in a
way that included learners with visual impairments. Hence there was a
need for parents to be involved in teaching and learning, training,
workshops, short courses of braille and sign language to be able to
assist their children appropriately at home.
Keywords: COVID-19, visual and hearing impaired, home-based
learning, challenges

4. Haufiku, I, Mashebe, P. & Abah, J. Strategies used by English
Second Language teachers to cope with teaching challenges in
Senior Secondary Schools in the Ohangwena Region
Background: The Namibian government introduced English as the
official language and medium of instructions in schools in 1990 upon

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