Impacts of phonological disorders on english language learning of learners with down syndrome in Nyeri County, Kenya
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Date
2018-06
Authors
Kinuthia, Carol Nyathama
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
The purpose of this study was to analyse the impacts of phonological
disorders on English language learning of learners with DS. The main
objectives of the study were: to identify the types of phonological
disorders in language learning of learners with DS; to analyse the patterns
of phonological errors made by learners with DS, to establish how the
presence of phonological errors affect English language learning of
learners with DS and; to establish possible ways of correcting
phonological disorders in language learning of learners with DS. These
objectives were achieved by observing, analyzing and interpreting the
sounds and words children with DS produced. The study was prompted
by the delays in speech and language development in learners with DS
and therefore the need to study the nature of their language specifically
phonological awareness, speech and the possible intervention techniques
that can be used to address the situation. The study was based on the
theory of Natural Phonology by David Stampe (1989). A descriptive case
study was conducted on children with DS and their speech observed and
recorded through participant observation. The teachers were also given
questionnaires on their take and experience when teaching language to
these learners. A qualitative research design was used to analyse the data.
The school under study was Blessed Joseph Allamano Special School
located in Tetu Sub-county, Nyeri County. The study targeted pupils with
DS in the school. The participants were all the fifteen pupils and the two
language teachers. The research instruments used were:-test tools,
observation checklists, questionnaires and document analysis. The
analysis was qualitative in nature where errors were identified, analysed
and their impact on language learning established. Analysis was also
done on the respondents’ suggestions and opinions. Furthermore,
document analysis was done to gain an insight on the background of the
learners and records of their performance in language. Data collected was
presented in form of simple descriptive statistics and tables, it was then
analysed and discussed. The following findings emerged: the DS
condition hinders phonological awareness leading to emergence of
phonological errors. This in turn hinders language learning which can be
improved through a variety of complementary intervention techniques to
help correct the situation. Conclusion was drawn, guided by the findings,
that learners with DS experience phonological challenges when learning
language. They therefore need special attention in language learning to
help them curb the challenges of phonological errors and increase their
chances of language mastery. Consequently, the following major
recommendations were made: teachers who teach English language to
learners with DS should be well trained on the best way to teach them,
early intervention should be done to train the learners at an early age,
there is need for parental involvement and also the Ministry of Education
should re-examine the 8.4.4 syllabus putting into consideration the needs
of learners with DS.
Description
A thesis submitted to the school of education, in partial fulfilment for the requirement of the award of degree of masters of education (special needs education) of Kenyatta University. June, 2018