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dc.contributor.authorSore, Inviolata lunani
dc.contributor.authorWawire, V. K.
dc.contributor.authorMugo, John Kabutha
dc.date.accessioned2013-10-03T09:08:38Z
dc.date.available2013-10-03T09:08:38Z
dc.date.issued2013-07
dc.identifier.citationJournal of special needs and disabilities studies vol. vol. no. 1 p.89-99. 1 July 2013en_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/7403
dc.descriptionJournal articleen_US
dc.description.abstractWhile social participation is a fundamental human right, persons who are deaf face barriers in achieving meaningful social integration. This study sought to deterrnine the contribution of schooling as an enabler to social participation for young persons with deafness. Within a qualitative design, life narratives of six (6) young person were documented by using semi-structured interviews, an observation guide, visual images and a focus group discussion. The six (6) accounts were complemented with interviews of significant others. The study establishes that largely, schooling is significant enabler to social participation, with the greatest contribution of schooling being communication and social skills. Subsequently, levels of participation vary with quantity of schooling. This paper concludes that even when other determinants of social participation may be influential, schooling is certainly essential to facilitate social integration of young persons who are deaf. However, even with the same level of schooling, social organization and family background emerge as key factors 0f influence to social participation.
dc.language.isoenen_US
dc.publisherNairobi Academic Pressen_US
dc.subjectEducationen_US
dc.subjectSocial participationen_US
dc.subjectDisabilitiesen_US
dc.subjectDeaf Kenyaen_US
dc.subjectWorld Federation of the Deafen_US
dc.subjectUN convention on the rights of persons with disabilitiesen_US
dc.subjectDiscriminationen_US
dc.titleImplications of schooling on social participation of young persons who are deaf in Nyeri county, Kenyaen_US
dc.typeArticleen_US


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