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dc.contributor.authorNyaata, Margret Kwamboka
dc.date.accessioned2018-10-01T08:45:30Z
dc.date.available2018-10-01T08:45:30Z
dc.date.issued2018-07
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/18672
dc.descriptionA research thesis submitted in partial fulfillment of the degree of master of education (special needs education) in the school of education Kenyatta University. July, 2018en_US
dc.description.abstractThe purpose of this study was to investigate how Total Communication teaching approach influences transition of class three learners with hearing impairment in special primary schools in Kisii County, Kenya. The objectives of the study were to: to identify the influence of Total Communication techniques applied in the teaching of learners with hearing impairment in special schools in Kisii County, to establish the influence of teacher’s characteristics on transition of learners with hearing impairment in special schools in Kisii County and to find out the influence of teaching and learning resources on transition of learners with hearing impairment in special school in Kisii County. The study was guided by B.F Skinner’s Theory of Motivation of Learning. The study used a descriptive survey design. The target population comprised of all the class three learners with HI together with their head teachers and teachers. Purposive sampling technique was used to identify the sample. The sample comprised of 60 class three learners with HI, (6) teachers, and (3) head teachers. Data was collected using questionnaires, interview guides and observation schedule. The data collected was analyzed both qualitatively and quantitatively. The results were presented in form of tables, charts and graphs. The findings of the study revealed that speech reading was the most commonly used mode of TC followed by lip- reading and cued speech. However, it was also noted that sign language, finger spelling and body language were consecutively preferred by learners with HI. It was further observed that 73% failed to transit while only 27% of the learners with HI were able to progress from class three to four. The study recommended that teachers teaching learners with HI should be given frequent workshops and seminars to keep them abreast with the current trends of the education of learners with HI. They should also attend short courses in sign language in order for them to be more proficient.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.titleTotal communication teaching approach and its influence on transition of class three learners with hearing impairment in special schools in Kisii County, Kenyaen_US
dc.typeThesisen_US


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