Phonological Disorders as a Determinant of Speech Intelligibility among Learners with Down Syndrome in Public Primary Schools, Nairobi County, Kenya
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Date
2024
Authors
Stephanie, Maureen Ndinda
Abuom, Tom O.
Karia, Mathew Kinyua
Journal Title
Journal ISSN
Volume Title
Publisher
EJSE
Abstract
This study aimed to analyze the impact of phonological disorders on the speech
intelligibility of learners with Down syndrome. The study was guided by the Theory of
Natural Phonology by David Stampe. A descriptive study design was used. Piloting was
conducted in one of the public primary schools with learners with DS to ensure the
validity and reliability of the instruments. The study used the available population of 25
learners with DS and 10 teachers trained in special needs education who were purposely
selected from public primary schools in Kasarani Sub-county. Data was collected through
tests of phonology, speech intelligibility tests and questionnaires for teachers. Descriptive
statistics such as frequencies and percentages were used to analyze quantitative data,
whereas the qualitative data that was obtained from open-ended questions was analyzed
thematically. The study established that learners with Down syndrome displayed
consistent phonological error patterns that have been classified as a disorder. From the
ordinal speech intelligibility index scale, 65% of the learners had severe speech intelligibility, 25% had moderate speech intelligibility, while 10% had mild speech
intelligibility. Further, the study established that the speech intelligibility of learners with
Down syndrome is impaired due to the presence of phonological disorders, which have
been noted to affect not only the academics and classroom participation but also the social
aspect of their lives, self-esteem and interaction with their peers. The study
recommended that special needs teachers should be trained in identifying learners with
phonological disorders and methods of assisting in bringing clarity to their speech,
thereby positively influencing the intelligibility of the learners with DS. Trained speech
therapists should also collaborate with teachers to assist them in developing IEPs that
target academics and different aspects of communication in the case of language
impairment, such as phonological disorders.
Description
Article
Keywords
phonological disorders, speech intelligibility, learners with Down syndrome
Citation
URI
Stephanie, M. N., Abuom, T. O., & Karia, M. K. (2024). PHONOLOGICAL DISORDERS AS A DETERMINANT OF SPEECH INTELLIGIBILITY AMONG LEARNERS WITH DOWN SYNDROME IN PUBLIC PRIMARY SCHOOLS, NAIROBI COUNTY, KENYA. European Journal of Special Education Research, 10(3).
https://ir-library.ku.ac.ke/handle/123456789/27911
https://ir-library.ku.ac.ke/handle/123456789/27911