Identification and teaching of learners with writing difficulties among class seven learners with hearing impairment. A case of Njia special School Meru County, Kenya
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Date
2016-11
Authors
Chabari, Patrick
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
The purpose of this study was to investigate the identification and teaching of learners
with writing difficulties among class seven learners with hearing impairment at Njia
Special School Meru County, Kenya. The study was based on Schumann (1976)
theory of second language acquisition. The target population of the stud) \\as 75
learners with hearing impairment. 8 English language teachers and I I lead teacher . .'\
sample size of 8 learners with hearing impairment. :) English language teachers and I
Head teacher was used tor the study. The researcher used questionnaires, observation
schedules and interview schedules to collect data. Descriptive statistics in form of
frequency distribution tables were used to analyze quantitative data. The data was
analyzed majorly using excel, a computer program that makes number manipulation
easy. Qualitative data was presented in narrative form. The results of the data analysis
were discussed and presented in tables of frequency distribution and charts. It \\ as
established that teachers were not fully aware or the strategic» to use tor teaching
writing, most of the teachers \\eIT able to idcnt i I) learners \\ ho needed remedial
programs, teachers faced major challenges in teaching writing and learners faced
difficulties in writing, teaching of KSL did not fully complement the written form of
English language and that remedial programs were not effective. The study
recommends that; teachers for learners with hearing impairment should be frequently
inducted on strategies for teaching writing. teachers for learners \\ ith hearing
impairment should be fully exposed to ways or identify ing learner'. \\itil \\riting
difficulties, the school administration should ensure that learners \\ ith hc.uing
impairment are given adequate writing practices, learners should be exposed to KSL
structures early enough and English language teachers should constantly evaluate the
effectiveness of their remedial programs. The study is hoped to benefit curriculum
developers, curriculum evaluators, book writers and teachers. It is hoped that the
findings of this study may be of great help to the Ministry of Education policy makers
in order to improve writing for learners with hearing impairment hence improve their
English Language performance and consequently the overall academic performance.
Description
Research thesis submitted in partial fulfillment of the requirements for the award of degree of master of education (special needs education) in the School of Education of Kenyatta University. November 2016