TABLES OF CONTENTS
DECLARATION
APPROVAL
DEDICATION
ACKNOWLEDGEMENT iv
TABLES OF CONTENTS
LIST OF TABLES
ABSTRACT
CHAPTERONE i
INTRODUCTION i
1.1 Background Information 1
1.2 Statement of the Study 2
1 .3 The Purpose of the Study 2
1.4 Objectives of the Study 2
1 .5 Research question 3
1.6 Significance of the Study 3
1.7Scope 4
1 .8 Definition of Terms 4
CHAPTER TWO 5
LITERATURE REVIEW 5
2.1 Introduction 5
2.2 Definition of Hearing Impairment 5
2.2.1 Conductive Hearing Impairment 6
2.2.2 Sensory Neural Impairment 6
2.2.3 Mixed Hearing Impairment 6
2.3 Causes of Hearing Impairment 7
2.4 Characteristic of Children with Hearing Impairments 9
2.4.1 Characteristics of Learners Who Are Hard Of Hearing 9
2.4.2 Characteristics of Learners Who Are Deaf 10
2.4.3 Effects of Hearing Impairments 10
2.4.4 Intervention Strategies 10
2.5 Attitude 12
2.5.1 How Attitude Affects Learners with Hearing Impairment 13
2.6 Inclusion 14
2.6.1 Inclusive Education 14
2.6.2 Principles of Inclusive Education 15
2.6.3 Benefits of Inclusion Education 16
2.7 Education Provisions to Learners with Hearing Impairments 17
2.7.1 Intervention Strategies for the Learning for Learners with Hearing Impairment
In An Inclusive Setting 21
CHAPTER THREE 24
METHODOLOGY 24
3.1 Introduction 24
3.2 Research Design 24
3.3 Sample Procedure 24
3.4 Population Target 24
3.5 Instruments / Tools 25
V
ABSTRACT The aim of the study was to investigate factors affecting academic performance of learners with hearing impairments in inclusive primary school Kasarani Division, Nairobi province. The research used quantitative approach and survey design. She used twenty regular teachers from division. She targeted at four teachers from every school selected. The total numbers of schools selected were five out of the twenty five inclusive primary schools in Kasarani division. A questionnaire was used and filled as required by the respondents. The findings indicated the performance of learners with hearing impairments in inclusive primary schools is affected negatively. It may be affected by the negative attitude held by regular teachers towards learners with hearing impairments. Regular teachers may also lack skills and knowledge of the impairment and how to strategize on intervention. These are: - no hearing equipments and materials to help the affected learners. Schools are also located in noise prone areas e.g. near roads. For learners with hearing problem to benefit from inclusive primary schools, then there is need to create awareness to parents and teachers on the causes and prevention of the disability. Teachers and the rest of the public should be advised on the dangers caused by hambering negative attitude towards learners with special needs. Pre and in-service courses should be advocated for teachers without special training. Schools should be allocated in conducive areas. The learners should be kept in his/her preferential area like near the source of sound and facing the speaker. Adjustments should be made in schools to accommodate learners with hearing impairments. Equipments and materials should be availed in inclusive setting to assist learners in their learning. When the above is followed, then learners with hearing impairments will benefit and will perform to as normal learners as possible.
