INFLUENCE OF SOCIALIZATION ON ACADEMIC PERFORMANCE OF LEARNERS WITH HEARING IMPAIRMENT AT INCLUSIVE PRIMARY SCHOOLS IN KENYA: A CASE IN THAWABU PRIMARY OF NAIROBI CITY COUNTY
DOI:
https://doi.org/10.47604/ajep.1148Keywords:
Socialization, Academic Performance, Inclusive Primary SchoolsAbstract
Purpose: This research aimed at determining the influence of socialization on performance of learners with hearing impairment at Thawabu Inclusive Public Primary School in Nairobi, Kenya. The objectives were to; establish modes of communication that promote socialization in an inclusive environment; establish strategies for boosting socialization to enhance academic performance; and establish challenges facing teachers in enhancing socialization to improve academic performance of learners with hearing impairment.
Methodology: The research design was a case study design. Structured questionnaires and interviews were used to collect data. Purposive sampling was employed to select the school and learners with hearing impairment while hearing learners were randomly selected.
Findings: The study found that: modes of communication among learners with hearing impairment, hearing learners and teachers create social and educational change for improvement of academic standards in the school and narrows the gap between those with hearing impairment and their hearing counterparts. Strategies like family support program (assisting children and families in language learning), family-infant-toddler program, and competent and consistent administration system promote learning. Socialization influences incidental learning of learners with hearing impairment to put them at par with their hearing peers on matters related to both academic performance and social advancement. Socialization makes learners with hearing impairment comfortable, self-esteemed, and self-actualized, hence improving educational performance.
Unique contribution to theory, practice and policy: The study may help to promote attitudinal, psychological and educational change in all stakeholders for inclusive education to be a success and meaningful to learners with hearing impairment. The study recommends that the government should add specially qualified teachers of learners with hearing impairment in Thawabu among other inclusive public schools in Kenya to help promote socialization and to increase inclusivity of leaners with hearing impairment.
Downloads
References
Ayiela, O. J. (2012). Factors affecting KCPE performance of learners with hearing impairments in special schools in selected counties, Kenya. Unpublished thesis, Kenyatta University.
Baker, J. A. (2006). Contributions of teacher-child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44(3), 211- 229.
Brenda & Brian (2006). The Dynamics of Disability and Social Inclusion the Equality Authority 2 Clonmel Street Dublin 2.
Cohen, L., Mahion, L. & Marrison, K. (2000). Research methods in education (5th Ed.).
Creswell, J. W. (2003). Research design: Qualitative, quantitative and mixed methods approaches, (2nd Ed). London: Sage Publishers.
Farrel, M. (2009). Foundation of special education: An introduction. West Sussex: John Wiley & Sons Ltd.
Gargiulo, R.M. (2012). Special education in contemporary society: An introduction to exceptionality. Belmont: Thomson learning Inc.
Gay, L. R. (1992). Educational research competencies for analysis and application (3rd Ed). Paris: Meril Publisher.
Gravenstede, L. (2009). Phonological awareness and decoding skills in deaf adolescents. Deafness and Education International, 11, 171 - 190.
Kombo, O. K. & Tromp, D. L. (2006). Proposal and Thesis writing: An introduction. Nairobi: Pauline Publishers.
Kuder, S. (2003). Teaching students with communication difficulties, (2nded.) Boston: Allyn and Bacon.
National Disability Authority (2005). Disability and work, Dublin: NDA
Ndege, W. M. (2010). Factors influencing academic performance in day secondary schools in ESISE division, Borabu district, Kenya. Project, Kenyatta University.
Omondi, D., Ogol, C., Otieno, S. & Macharia, I. (2007). Parental awareness of hearing impairment in their school-going children and healthcare seeking behavior in Kisumu district, Kenya. International Journal of Pediatric Otorhinolaryngology 71, 415-423.
Orodho, A.J. (2009). Elements of education and social science: Research methods. Maseno: Karezja Publisher.
Osberger, M. (2007). Training effects on vowel production by two profoundly hearing - impaired speakers Journal of Speech and hearing Research, 30, 241 - 251.
Osberger, M.J., Moeller, M.P., & Kroese, J.M. (2007). Computer assisted speech training for the hearing impaired. AcadRehabilAudiol14:145-158, 2007.
Peel, L.E. (2004). Inclusive practice in South Africa: A deaf Education perspective. Johannesburg: University of the Witwatersrand.
Vygotsky, L. S. (1986). The Fundamentals of Defectology. The collected work of L. S, Vygotsky, vol. 2 (Rieber, R. W and Carton, A. S., Eds). N Y: Plenium Press.
Wamocho, F. I. (2003). Development of a guidance program for students with special educational orientation. Kenyatta University.
Wanjiku, C. N. (2014). Barriers to successful implementation of inclusive education for learners with hearing impairments in public day primary schools in Murang'a County, Kenya. Unpublished M.Ed Thesis. Nairobi: Kenyatta University.
Downloads
Published
How to Cite
Issue
Section
License
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
