TABLE OF CONTENTS
Title Page
Declaration .
Approval iii
Dedication iv
Acknowledgement v
Table of Contents vi
List of Tables viii
List of Figures ix
Abstract x
Operational Definition of Terms xi
CHAPTER ONE: INTRODUCTION
1.0 Introduction 1
1.1 Background 1
1.2 Statement of the Problem 3
1.3 Purpose of the Study 3
1.4 Objectives of the Study 3
1.5 Research Questions 3
1.6Scope 4
1.7 Significance of the Study 4
1.8 Limitations and Delimitations of the Study 5
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 6
2.1 Conceptual framework 6
2.2 Definition of Hearing Impairment 7
2.3 Types of Hearing Impairment 7
2.4 Special Programmes for Hearing Impairment in public schools 9
2.5 Learning Problems Faced by Hearing Impaired 11
2.6 Teachers’ attitudes towards Hearing Impaired Learners 12
vi
CHAPTER THREE: METHODOLOGY
3.0 Overview 14
3.1 Research Design 14
3.2 Population 14
3.3 Sampling Procedure 15
3.4 Research Instrument 15
3.5 Research Procedure 16
3.6 Data Analysis 16
CHAPTER FOUR: RESEARCH FINDINGS
4.0 Introduction 17
4.lTypesofHl 17
4.2 Teachers Attitude towards HI 18
4.3 Problems faced by HI 20
4.4 Programmes for HI in Public schools 22
4.5 Conclusion 23
CHAPTER FIVE: DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS
5.0 Introduction 24
5.lTypesofHl 24
5.2 Teacher’s attitude towards HI 24
5.3 Problems faced by HI 25
5.4 Programmes for HI in public schools 26
5.5 Conclusion 27
5.6 Recommendations 28
REFERENCES 29
APPENDICES 30
APPENDIX A: QUESTIONNAIRE 30
APPENDIX B : A MAP OF HOMA BAY DISTRICT 31
APPENDIX C : TRANSMITTAL LETTER 32
ABSTRACT The researcher sought carry out a detailed study on teacher’s attitude and its effect on academic performance of hearing impaired learners in Homabay District Kenya. The study was conducted in selected regular primary schools in the division to represent all schools in Rangwe division. The survey was done in 8 selected schools in Rangwe division. These 8 regular schools were stratified sampled and questionnaires administered to teachers and pupils. The research investigated types of hearing impaired learners, the nature of available special programmes to support them, learning challenges they face and the teacher’s attitude towards them and how these factors impact on their academic performance. The result findings were analyzed through descriptive statistics through bar graphs and pie charts. The teachers’ attitude were agreeably negative especially in the inclusive regular set up. Most of the hearing impaired were hard~of hearing. Most teachers lacked the skills to handle the hearing impaired, so most learners tended to tilt their heads to follow the teacher’s verbal communication while most learners were put next to the chalkboard durii~g the lessons. However, the community was ignorant and appeared not supportive in the placement of hearing impaired children. Therefore the researcher recommended that sensitization begun to various stakeholders in order to change their attitude. The government through KISE should therefore train more teachers on how to handle these learners in regular schools. Awareness campaigns need to be done to the community to make them aware of this situation and take them to school and for appropriate placement after assessment. The element of special need education should be included in teacher college curriculum and it should be broader than it is now.
