Assessment of the Accessibility Level to Available Learning Resources and Their Influence on Performance of Learners with Hearing Impairment in Selected Public Junior Secondary Schools in Kisii, Kenya

The purpose of this study was to investigate dynamics of accessibility to learning resources and their impact on performance among learners with hearing impairment, with special reference to selected public Junior Secondary Schools in Kisii County, Kenya. The study was guided by the Universal Design for Learning (UDL) framework which emphasizes varied methods of engagement, representation, and expression to accommodate diverse learner needs in learning environments. The contention of the study is that despite government efforts to enhance education for learners with hearing impairments (HI) in Kenya, their academic performance remains a significant concern. Many existing studies tend to overlook the unique needs of HI learners, focusing instead on other forms of disability. The study adopted a descriptive research design involving 188 participants. Data collection methods included questionnaires, interviews, and direct observations. Analysis was conducted using both descriptive and inferential statistics. Findings revealed that access to learning resources, particularly reading materials, plays a critical role in improving academic outcomes for HI learners. However, accessibility was hindered by challenges such as frequent power outages, limited availability of textbooks and specialized resources, out-dated materials, and inadequate maintenance of existing tools. To address these barriers, the study recommends investing in reliable electricity infrastructure, regularly updating learning materials, and providing resources in formats accessible to learners with HI. Additionally, equipping schools with adequate reading and writing materials, as well as digital tools such as laptops and tablets, is essential to support technology assisted and inclusive learning. The study also calls for broader research across all educational levels to better inform policy development and strengthen inclusive education initiatives in Kenya.