Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12306/2810
Title: Teachers’ attitudes and their effects on academic performance of hearing impaired learners in selected regular primary schools in Homa Bay District
Authors: Owuor, Hellen
Keywords: Teachers’ attitudes
Academic Performance
Hearing impaired learners
Homabay District
Issue Date: Aug-2008
Publisher: Kampala International University. College of Education, Open and Distance Learning
Abstract: The researcher sought carry out a detailed study on teacher’s attitude and its effect on academic performance of hearing impaired learners in Homabay District Kenya. The study was conducted in selected regular primary schools in the division to represent all schools in Rangwe division. The survey was done in 8 selected schools in Rangwe division. These 8 regular schools were stratified sampled and questionnaires administered to teachers and pupils. The research investigated types of hearing impaired learners, the nature of available special programmes to support them, learning challenges they face and the teacher’s attitude towards them and how these factors impact on their academic performance. The result findings were analyzed through descriptive statistics through bar graphs and pie charts. The teachers’ attitude were agreeably negative especially in the inclusive regular set up. Most of the hearing impaired were hard~of hearing. Most teachers lacked the skills to handle the hearing impaired, so most learners tended to tilt their heads to follow the teacher’s verbal communication while most learners were put next to the chalkboard durii~g the lessons. However, the community was ignorant and appeared not supportive in the placement of hearing impaired children. Therefore the researcher recommended that sensitization begun to various stakeholders in order to change their attitude. The government through KISE should therefore train more teachers on how to handle these learners in regular schools. Awareness campaigns need to be done to the community to make them aware of this situation and take them to school and for appropriate placement after assessment. The element of special need education should be included in teacher college curriculum and it should be broader than it is now.
Description: A research report submitted in partial fulfillment of the requirement for the award of the Bachelor of education in special needs Kampala International University
URI: http://hdl.handle.net/20.500.12306/2810
Appears in Collections:Bachelor of Special Needs Education

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