Academic difficulties of hearing impaired learners in selected inclusive primary schools in Nyamira North district, Kenya.
| dc.contributor.author | Ronald, Asamba | |
| dc.date.accessioned | 2019-12-18T10:15:04Z | |
| dc.date.available | 2019-12-18T10:15:04Z | |
| dc.date.issued | 2012-08 | |
| dc.description | A thesis presented to the College of Higher Degrees and Research Kampala International University Kampala, Uganda in Partial Fulfillment of the Requirement for the Degree of Masters in Special Needs Education. | en_US |
| dc.description.abstract | The learners who are hearing impaired have for years been stigmatized and despised although their potentiality is performing duties does not differ from that of non-hearing impaired learners. Due to this, the study on academic difficulties of hearing impaired learners in selected inclusive primary schools in Nyamira North District, Kenya specifically determined to further the following; determine the academic difficulties of the hearing impaired in inclusive schools, the extent and establish if there was a significant difference between male and female hearing impaired learners. The objectives of the study were meant to examine the academic difficulties faced by hearing impaired learners and then find out ways of assisting the learners academically. The researcher used descriptive survey design specially the descriptive comparative strategy, characteristics and behavior of hearing impaired were described and then compared between male and female hearing impaired learners. The researcher selected 109 respondents from a total of 150 teachers in selected inclusive primary schools. The researcher used a face sheet to gather data on the respondents’ demographic characteristics. Researcher devised questionnaires were used to collect data. The study established that learners with hearing impairments have a wide range of academic difficulties which have not been fully catered for to enable them learn effectively. The study concludes that majority of the teachers lack special skills in teaching learners with hearing impairment, MOEST does not consider hearing impairment as exceptional children in general to their need for extra funding in free primary institutions. The learners are discriminated against by their peers both outside and inside the classroom. Finally, the researcher recommends that the government to sponsor training programs on special needs, education to all teachers, provision of support services, teaching! Learning materials by the government, curriculum modification to suit the learners, guidance and counseling to the parents, teachers, siblings and the learners themselves to enable them accept in the free learning education programs. | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12306/5512 | |
| dc.language.iso | en | en_US |
| dc.publisher | Kampala International University, College of Education, Open distance and learning | en_US |
| dc.subject | Academic difficulties | en_US |
| dc.subject | Hearing impaired learners | en_US |
| dc.subject | Primary schools | en_US |
| dc.subject | Nyamira North district, Kenya. | en_US |
| dc.title | Academic difficulties of hearing impaired learners in selected inclusive primary schools in Nyamira North district, Kenya. | en_US |
| dc.type | Thesis | en_US |