Hindarances to effective Learning of Pupils with hearing Impairment in Meru North District-Kenya
Mwenda, Jennifer Muiti
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One is learning when he is increasing the probability of making a correct response to a given stimulus. One has learned only when he is capable of giving an appropriate response. The 8.4.4 Curriculum of Education is followed in education of hearing impaired in special schools and units. Hence just as the case in regular education, the hearing impaired are expected to learn and perform well academically. Statement of the Problem was that children with hearing impairments are typically not educationally managed well to permit them compete satisfactorily in the society. The study aimed at investigating factors hindering effective learning of children who are hearing impaired in one special primary school and units in Meru North District in Eastern Province of Kenya. Education being a basic human right, children who are hearing impaired successful learning, needs to be emphasized and factors hindering it to be addressed. Literature was reviewed on trends in the education of children who are hearing impaired and how units of hearing impaired are successfully manned in order to mode children with hearing impairments. The study was carried out within Meru North District that is Tigania and Igembe. It used a descriptive survey design. One special primary school and 22 units were sampled for the study, which presents 30% of the total population. Purposive and stratified random samplings were used for the particular special primary school and units. Questionnaires, interviews and observation schedules formed the basic research instruments. Expert's knowledge from the supervisors was indispensable in determining the validity of the instruments. The reliability was determined by the use of a pilot study. The results show that Majority (62.5%) of the parents preferred their children to be enrolled in residential special schools. Only 57% of the teachers always use the teaching/learning resources. 87% of the respodents indicated that they have over 10 years of teaching experience, 75% of them went through KCSE system of education and 57% of the teachers prepare their lessons before teaching the children who are hearing impared. It was, concluded that lack of many trained teachers in Special Needs Education may affect learning of pupils with hearing impairment in special schools and units, inadequatc teaching and learning resources impede learning of pupils with hearing impairment and lack of inspection of special schools and units by the Ministry of Education officers will affect effectiveness. Among the recommendations, it was recommended that the QASOs be trained in Special Needs Education, the teachers to be given frequent workshops and seminars. Schools should solicit funs to buy the necessary materials and equipment and organise short sign language courses for parents and that parclits should cater for the basic needs of their children. The researcher also recommended a similar study to be carried out at a wider scope to uncover the problem at a broad perspective that would benefit children who are hearing impaired.