Department of Hearing Impairement and sign Language Interpretation Studies

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Browsing Department of Hearing Impairement and sign Language Interpretation Studies by Author "Abitegeka, Sally"

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    The influence of parental involvement on the learning of children with hearing impairment at hand in hand Uganda inclusive school Mukono
    (Kyambogo University(Unpublished work), 2018-12) Abitegeka, Sally
    The study examined the influence of parental involvement on the learning of children with hearing impairment at Hand in Hand Uganda inclusive School. It sought to explore how limited parental involvement affects the learning of children with hearing impairment, to identify factors that hinder parental involvement in the learning of children with hearing impairment and to propose strategies for enhancing parental involvement in the learning of children with hearing impairment. The paradigm for this study was interpretvism whereas the research design was qualitative; the research method used was a case study. Focus group discussion and in-depth interview guide were used for data collection. Parents, teachers and learners were the participants to the study. The findings as per objective one showed that, limited parental involvement contributes to I early marriages, low morale to study and low self-esteem among children with hearing impairment. The findings on the factors that hinder parental involvement suggested negative attitude, communication barriers, busy schedule and financial limitations as the outstanding factors. Finally as per the strategies, it was suggested that training parents in sign language, formation of parent support groups, sharing of testimonies from successful deaf role models and regular awareness creation on the importance of parental involvement in education of children with hearing impairment are paramount. In accordance to how parental involvement affects the learning of children with hearing impairment it was concluded that limited parental involvement was the major cause for low self-esteem and low morale towards studies of children with hearing impairment. In relation to factors that hinder parental involvement in the learning of their children with hearing impairment, it was concluded that negative attitude and communication barriers were the most outstanding hindrances for parental involvement. As far as strategies for enhancing parental involvement in the learning of children with hearing impairment is concerned, the major conclusion drawn was that training parents in sign language and formation of parent support groups would promote their active participation in the learning of their children with hearing impairment. Given the findings arrived at in this study the following are the recommendations of the study: Training parents and other family members in sign language would promote active involvement of parents in the learning of their children with hearing impairment. Awareness platforms on the importance of parental involvement should be organized for parents and other stake holders. Parents should be mobilized to form parent support groups. The researcher suggests that further research be carried out on the effects of lack of parental involvement. Generally, the study has drawn conclusions that parental involvement is a crucial factor in the learning of all children including those with hearing impairment. It has been noted that parents remain a major influence on their children 's learning throughout school and beyond. This general conclusion is based on the Brofen Brenner Ecological model where parental involvement influences the support of the child from the various levels. For example, the immediate family members, the peers, administrators, employers, legislators, the media among others. It has been assumed that the way other people relate and respond to a given child is majorly dependent on how his or her parents relate with their own child.