Ogolla, Nicanor Achola2016-06-212016-06-211992http://ir-library.ku.ac.ke/handle/123456789/14788A thesis submitted in partial fulfilment of the requirement for the degree of Master of Arts in education, 1992From 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 learningenThesis