STRATEGIES TO OVERCOME DISRUPTIVE BEHAVIOURS OF DEAF PUPILS IN CAMEROON

Abstract

The study explores disruptive behaviours exhibited by deaf pupils during instruction and techniques employed by teachers in managing such problems while proposing a way forward for the success of their education in Cameroon. This research was carried out within two deaf institutions in the Northwest region of Cameroon specifically: Morningstar Deaf and Hard of Hearing School (MDHS), Akum and Mbingo Integrated School for the Deaf (MISD) in Bamenda. This descriptive survey made use of a questionnaire, interview and observation guides as instruments for data collection. The sample of the study was 14 teachers and 15 notorious pupils out of 20 purposively selected from the two schools under investigation. The self-delivery method was used to collect data. Data analysis was descriptive with the use of frequency counts and percentages. The findings reveal that deaf pupils exhibit serious behaviour problems that disrupt lessons in the classroom (75%). The most important challenge the teachers faced was on how to adapt strategies during the  teaching process to control these behaviours (78%). Solutions to these problems are proposed. Teachers need training to effectively manage deaf pupils’ behaviours in the classroom otherwise, teaching will not be effective.