Total communication teaching approach and its influence on transition of class three learners with hearing impairment in special schools in Kisii County, Kenya
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Date
2018-07
Authors
Nyaata, Margret Kwamboka
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
The 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.
Description
A research thesis submitted in partial fulfillment of the degree of master of education (special needs education) in the school of education Kenyatta University. July, 2018