Group Work as a Determinant for Academic Progress of Learners with Hearing Impairment in Early Childhood Education in Turbo Sub-County, Kenya
Keywords:
Group work, academic progress, hearing impairments
Abstract
The requirement by the Kenyan government to have equity in provision of education services has led to a paradigm shift towards inclusive education. Existing evidence however tends to suggest that children with Hearing Impairment (HI), on average are not socially or emotionally comfortable in mainstream settings. Besides, although progress in the teaching and learning of children with HI exist, other evidences of the relative lack of academic improvement among this group of children still emerge. This study therefore aimed at establishing the effects of group work offered to children with HI in the inclusive context on their academic progress. It specifically sought to establish the effects of group work on academic progress of this category of learners. The study was conducted in Turbo Sub-county of Uasin Gishu County in Kenya and adopted casual comparative research design. Both stratified random and simple random sampling techniques were used to select a sample of 117 ECDE teachers and 59 head-teachers from the 76 ECDE centers in the sub-county. Mean response scores together with associated standard deviations were used to examine prevailing levels of identified support services in the centers. Multiple regressions were used to determine contributions of the support services on academic progress of children with HI. The study established that support services offered to children with HI in the regular classroom, positively and significantly affects their academic progress. The study however revealed that inclusion of children with HI in regular classroom is a major challenge to teachers who were not trained to handle this category of learners together with lack of group work to support them academically.Article Views and Downloands Counter
Download data is not yet available.
References
Antia, S. D. & Kreimeyer, K. (2003). Peer interactions of deaf and hard of hearing children. In Marschark, M. & Spencer, P. E. (Eds.). Oxford handbook of deaf studies, language, and education (pp. 164 –176). New York: Oxford University Press.
Arehart, K. H., & Yoshinaga-Itano, C. (1999). The role of educators of the deaf in the
early identification of hearing loss. American Annals of the Deaf. 144, 1923.
Brown, E. (1992). Rethinking literacy: Communication, representation and text, Reading, literacy and language, 37 (3), pp.98–103.
Calderon, R., & Naidu, S. (2000). Further support for the benefits of early identification and intervention for children with hearing loss. The Volta Review, 100 (5), 53– 84.
Chimedza, R., & Peters, S. (2003). Disabilities and special needs education in an classroom amplification, Journal of the Ohio Speech & Hearing Association, (11) 2, 14.
Corbett, J. (2001). Teaching Approaches Which Support Inclusive Education. A Connective Pedagogy. British Journal of Special Education, 28 (2) 55-59. London: Routledge Falmer.
Doyle, M., & Dye, L. (2002). Mainstreaming the student who is deaf of hard- of-hearing.Alexander Graham Bell Association for the Deaf and Hard-of- Hearing, Available online at: http://www.agbell.org/docs/mainstreaming DHH.pdf
Heckendorf, S. (2009). Assistive technology for individuals who are deaf or hard of hearing: Assessing students’ need for assistive technology. Retrieved from
http://www.wati.org/content/support/free/pdf/ch 13-Hearing.pdf
Jones, B. E. (2005). Competencies of K-12 educational interpreters: What we need versus what we have. In Winston, E. A. (Ed.). Educational interpreting: How can it succeed? Washington, DC: Gallaudet University Press.
Lang, H. G. (2003). Perspectives on the history of deaf education. In Marschark,
M. & Spencer P. Language, and education (pp. 52–64). New York: Oxford
University Press.
Luckner, J. L., Schauermann, D., & Allen, R. (1994). Learning to be a friend.
Perspectives in Education and Deafness, 12(5), 27.
Moeller, M. P. (2000). Early intervention and language development in children who are deaf and hard of hearing. Pediatrics, 106, E43.
Ndurumo, M. M. (1986). An Analysis of recommendation designate for impaired based on children’s oral competence. Nairobi: K.I.E.
Qi, S., & Mitchell, R. E. (2007, April). Large-scaled academic achievement testing of deaf and hard-of-hearing students: Past, present, and future. Paper presented at the annual meeting of the research on the education of deaf persons SIG of the American Education Research Association, Chicago.
Sapere, P., LaRock, D., Convertino, C., Gallimore, L., & Lessard, P. (2005).
Interpreting and interpreter education - Adventures in wonderland? In Marschark, M., Peterson, M., & Winston, E. (Eds.), Interpreting and Interpreter Education: Directions for Research and Practice (pp. 283–297). New York: Oxford University Press.
Seidman, S. (Ed.) (1996). Queer theory/sociology. Oxford: Blackwell.
Yoshinaga-Itano, C., Sedey, A. L., Coulter, D. K., & Mehl, A. L. (1998). The
language of early and later identified children with hearing loss, Pediatrics,
102, 11611171.
Arehart, K. H., & Yoshinaga-Itano, C. (1999). The role of educators of the deaf in the
early identification of hearing loss. American Annals of the Deaf. 144, 1923.
Brown, E. (1992). Rethinking literacy: Communication, representation and text, Reading, literacy and language, 37 (3), pp.98–103.
Calderon, R., & Naidu, S. (2000). Further support for the benefits of early identification and intervention for children with hearing loss. The Volta Review, 100 (5), 53– 84.
Chimedza, R., & Peters, S. (2003). Disabilities and special needs education in an classroom amplification, Journal of the Ohio Speech & Hearing Association, (11) 2, 14.
Corbett, J. (2001). Teaching Approaches Which Support Inclusive Education. A Connective Pedagogy. British Journal of Special Education, 28 (2) 55-59. London: Routledge Falmer.
Doyle, M., & Dye, L. (2002). Mainstreaming the student who is deaf of hard- of-hearing.Alexander Graham Bell Association for the Deaf and Hard-of- Hearing, Available online at: http://www.agbell.org/docs/mainstreaming DHH.pdf
Heckendorf, S. (2009). Assistive technology for individuals who are deaf or hard of hearing: Assessing students’ need for assistive technology. Retrieved from
http://www.wati.org/content/support/free/pdf/ch 13-Hearing.pdf
Jones, B. E. (2005). Competencies of K-12 educational interpreters: What we need versus what we have. In Winston, E. A. (Ed.). Educational interpreting: How can it succeed? Washington, DC: Gallaudet University Press.
Lang, H. G. (2003). Perspectives on the history of deaf education. In Marschark,
M. & Spencer P. Language, and education (pp. 52–64). New York: Oxford
University Press.
Luckner, J. L., Schauermann, D., & Allen, R. (1994). Learning to be a friend.
Perspectives in Education and Deafness, 12(5), 27.
Moeller, M. P. (2000). Early intervention and language development in children who are deaf and hard of hearing. Pediatrics, 106, E43.
Ndurumo, M. M. (1986). An Analysis of recommendation designate for impaired based on children’s oral competence. Nairobi: K.I.E.
Qi, S., & Mitchell, R. E. (2007, April). Large-scaled academic achievement testing of deaf and hard-of-hearing students: Past, present, and future. Paper presented at the annual meeting of the research on the education of deaf persons SIG of the American Education Research Association, Chicago.
Sapere, P., LaRock, D., Convertino, C., Gallimore, L., & Lessard, P. (2005).
Interpreting and interpreter education - Adventures in wonderland? In Marschark, M., Peterson, M., & Winston, E. (Eds.), Interpreting and Interpreter Education: Directions for Research and Practice (pp. 283–297). New York: Oxford University Press.
Seidman, S. (Ed.) (1996). Queer theory/sociology. Oxford: Blackwell.
Yoshinaga-Itano, C., Sedey, A. L., Coulter, D. K., & Mehl, A. L. (1998). The
language of early and later identified children with hearing loss, Pediatrics,
102, 11611171.
Published
2017-10-01
How to Cite
Kayere, P., & Kapkiai, M. (2017). Group Work as a Determinant for Academic Progress of Learners with Hearing Impairment in Early Childhood Education in Turbo Sub-County, Kenya. Africa Journal of Technical and Vocational Education and Training, 2(1), 75-84. Retrieved from http://afritvetjournal.org/index.php/Afritvet/article/view/38
Section
ACCESS AND INCLUSION IN EDUCATION AND TRAINING
Copyright Notice
Copyright of published articles is held by AfriTVET. No limitation will be placed on the personal freedom of authors to copy or to use in subsequent work, material contained in their papers. Please contact the Publisher for clarification if you are unsure of the use of copyright material. Apart from fair dealing for the purposes of research and private study, or criticism and or review, this publication may only be reproduced, stored or transmitted, in any form or by any means, with the prior permission in writing of the Publishers.
