Disablers to Access to Healthcare services experienced by Learners with Hearing Impairment at Musakanya School in Mpika District, Zambia

Bevin. M. Sichlindi, Habeenzu Mulunda, Albert Chishiba and Francis Simui
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Bevin. M. Sichlindi: Institute of Distance Education, University of Zambia
Habeenzu Mulunda: Institute of Distance Education, University of Zambia
Albert Chishiba: Institute of Distance Education, University of Zambia
Francis Simui: Institute of Distance Education, University of Zambia

International Journal of Research and Scientific Innovation, 2022, vol. 9, issue 1, 65-74

Abstract: This study focused on disablers experienced by learners with Hearing Impairments (LwHI) when accessing health services in Zambia. A qualitative methodology driven by Hermeneutics Phenomenology research design was applied. In addition, a purposive sampling technique was used to enlist Ten LwHI to participate in this study. Participants volunteered to voice their lived experiences and clusters of themes emerged thereafter. Emergent themes from the lived experiences of LwHI included: poor health services and academic performance of LwHI that represent their felt worlds while at Musakanya school. The findings of the study revealed that most of the LwHI health services were unmet due to inaccessibility to better health services caused by poor communication, wrong diagnosis, lack of privacy and confidentiality, discrimination, inadequate medical vocabulary for signs, poor health education, Limited Institutional support staff and Negative attitude. The study also unearthed that LwHI experienced poor health services which resulted in poor academic performance due to absenteeism and prolonged admission at hospitals. Based on the findings of the current study, the researchers provide five (5) recommendations among which include: inclusive policy, communication, mandatory training of sign language to health workers, teachers to offer remedial works and improve on health education.

Date: 2022
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