The contribution of primary schooling in the promotion of social abilities: self-esteem and self-reliance, among hearing-impaired pupils in Kenya: a case study of Kuja school for the deaf
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Date
1992
Authors
Ogolla, Nicanor Achola
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Abstract
From the researc~ papers, the educational policy documents and commission
reports of the Kenya Government available. there is little evidence
showing that the social role of special primary schooling has been sociologically
examined. The main focus of this ;study was by examining I
the case of Kuja School for the Deaf, to assess the contribution of >
I
primary school for the deaf Ln the promotion of the social ab Ll.Lt Les , :
self-esteem and self-reliance ~mong the hearing-impaired pupils.
The study involved interview and observation sessions of all the
teachers" housemothers and pupils of Kuja School for the Deaf and some
parents of the pupils. Pertinent data for the study was collected
through observation of social interaction in the school both in and
outside class, and through analysis of relevant school documents.
The case study was considered appropriate in the study because it
would allow the researcher to explore the structural and dynamic
components of the school; the role structu.re, the school social
interactions, the reward system and the school climate in general.
Results from the study show that in general, teachers of Kuja S~hool
for the Deaf were found not only aware of the structural and dynamic
components of these social abilities. but also quite knowledgeable
about opportunities that would help in the ~omotion of the abilities
to the hearing-impaired pupils. Secondly, the housemothers in the
school were found to be quite aware of the s?ecial educational objectives
(iv)
for -thi.sgroup of pupils and the opportunities which would help in
the promotion of the social abilities, but albeit only upon a hint
about the meanings of the two concepts by the researcher. Thirdly,
the pupils attitude and behaviour in the school did reflect only to
some extent in some aspects their understanding and acquisition of
the social abilities.
Although teachers and housemothers had not mastered the right techniques
of promoting the social abilities, they however, had taken
seriously some aspects of the abilities. More so, they (teachers and
housemothers) showed respect and understanding to the hearing-impaired
pupils. They seemed to believe that praising or offering verbal and
material rewards, teaching pupils all academic subjects and involving
the pupils in all practical necessary work among fellow pupils helped
in enhancing the pupils self-esteem and self-reliance abilities. But
in areas of literacy, language competence, career and prevocational
skills acquisition, indications for proficiency were adversely lacking.
T.eachers themselves admitted that the hearing-impaired pupils in the
school had not generally understood and acquired adequate practical
proficiency in self-reliance in the latter three areas. Fourthly,
the parents, although found to have a clear vision of the objectives
and purposes of the special school and had full confidence in the
,
schools social abilities promotion endeavours we re,however, dLscove red
to have not given enough sup po rt to teachers or housemothers in the
,;
role of shaping attitudes and behaviour according to national expectation.
(v)
In the final analysis, it appeared to the researcher that teachers
and housemothers and the school in general had succeeded in promoting
to a desirable level of the pupils self-esteem abilities, but not in
shaping fully the pupils self-reliance abilities in all areas in
accordance with the national expectations. Apparently, more time is
spent on academic training or drilling for the purpose of passing
national examinations which is the basic tool for selection and placement
in the institutions of h~gher learning
Description
A thesis submitted in partial fulfilment of the requirement for the degree of Master of Arts in education, 1992