• Niyoyita Francois
• Mugiraneza Faustin

The general objective of the study was to examine effect of in-service teacher training on competences of learners with hearing impairment in selected primary schools in Nyarugenge District, Rwanda. The specific objectives were to examine types of in-service teacher training, to assess the level of competences of students with hearing impairment, to examine challenges faced by teachers, and to examine teaching strategies used in teaching learners with hearing impairment for their competences development. The study used descriptive design with a mixed approach. Data was obtained using questionnaire, interview guide and observational protocol. In this study, the target population composes of means two headmasters, two director of study, twelve teachers and four parents ‘members of SEC and 202 students. The sample size found using Yamane formula was 92 respondents. The researcher selected the sampled population using simple random, stratified and purposive sampling techniques. The IBM-Statistical Product and Service Solutions software version 26.0 was used to generate descriptive statistics. Results to the first objective demonstrate that there was participation in classrooms debate; developing numeracy and literacy skills, learners were motivated and involved in teaching and learning process, Learners with hearing impaired cooperate friendly with their classmate, increased creativity and innovation, increased critical thinking. To the second objective, the study felt that the types of in-service teacher training in supporting hearing impaired regular in-service training in order to assist learners to learn without any difficulties, skills and knowledge concerning the ways, 65.1. % strongly agreed that teachers demonstrate expected communication skills as well as it creates independent learners, trained teachers teaching children who are hearing impaired teamwork spirit and favorable attitude. Results to the third objective evidenced that teachers strongly agreed that hearing impaired students face with reading and writing difficulties, teachers strongly agreed that hearing impaired children were children academically and sociably vulnerable while joining schools, 71.4% strongly agreed to face teachers face difficulties of absence of skilled teachers and teaching staff members to develop curriculum to hearing impaired learners. To the fourth objective, results indicated that strongly agreed real materials, choral responding and response peer tutoring is the best techniques used, 48.0% agreed with using group discussion methods. The study recommends that the government should provide more reading and writing materials. Schools should make available instructions equipment. Further studies of this nature should also explore the feelings and perspectives of those specific parties and illuminate equally important areas for future inquiry.

Impairment, In-Service Teacher Training, Hearing Impairment, Hard of Hearing, Competence

"IN-SERVICE TEACHER TRAINING ON COMPETENCES OF STUDENTS WITH HEARING IMPAIRMENT IN RWANDA PRIMARY SCHOOLS :A CASE OF NYARUGENGE DISTRICT", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.11, Issue 11, page no.a800-a819, November-2024, Available :http://www.jetir.org/papers/JETIR2411080.pdf

"IN-SERVICE TEACHER TRAINING ON COMPETENCES OF STUDENTS WITH HEARING IMPAIRMENT IN RWANDA PRIMARY SCHOOLS :A CASE OF NYARUGENGE DISTRICT", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.11, Issue 11, page no. ppa800-a819, November-2024, Available at : http://www.jetir.org/papers/JETIR2411080.pdf