Identification and teaching of learners with writing difficulties among class seven learners with hearing impairment. A case of Njia special School Meru County, Kenya

Abstract

The purpose of this study was to investigate the identification and teaching of learners with writing difficulties among class seven learners with hearing impairment at Njia Special School Meru County, Kenya. The study was based on Schumann (1976) theory of second language acquisition. The target population of the stud) \\as 75 learners with hearing impairment. 8 English language teachers and I I lead teacher . .'\ sample size of 8 learners with hearing impairment. :) English language teachers and I Head teacher was used tor the study. The researcher used questionnaires, observation schedules and interview schedules to collect data. Descriptive statistics in form of frequency distribution tables were used to analyze quantitative data. The data was analyzed majorly using excel, a computer program that makes number manipulation easy. Qualitative data was presented in narrative form. The results of the data analysis were discussed and presented in tables of frequency distribution and charts. It \\ as established that teachers were not fully aware or the strategic» to use tor teaching writing, most of the teachers \\eIT able to idcnt i I) learners \\ ho needed remedial programs, teachers faced major challenges in teaching writing and learners faced difficulties in writing, teaching of KSL did not fully complement the written form of English language and that remedial programs were not effective. The study recommends that; teachers for learners with hearing impairment should be frequently inducted on strategies for teaching writing. teachers for learners \\ ith hearing impairment should be fully exposed to ways or identify ing learner'. \\itil \\riting difficulties, the school administration should ensure that learners \\ ith hc.uing impairment are given adequate writing practices, learners should be exposed to KSL structures early enough and English language teachers should constantly evaluate the effectiveness of their remedial programs. The study is hoped to benefit curriculum developers, curriculum evaluators, book writers and teachers. It is hoped that the findings of this study may be of great help to the Ministry of Education policy makers in order to improve writing for learners with hearing impairment hence improve their English Language performance and consequently the overall academic performance.