Masters Degree Dissertations

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Adaptation of instructional materials for children with hearing impairment in primary schools in Goma division, Mukono municipality
(Kyambogo University (un published work), 2019-09) Nakayiza, Farida
The study investigated the extent to which instructional materials are adapted for children with hearing impairment in primary schools in Goma Division Mukono Municipality. In particular, the study explored the instructional materials that are adapted by teachers in teaching of learners with hearing impairment, how instructional materials are adapted for children with hearing impairment and the challenges encountered by teachers when adapting instructional material for learners with hearing impairment. The study adopted the qualitative approach where by information was collected using interviews and observation. Purposive sampling method was used to select the respondents. The findings indicated that some of the instructional materials adapted included charts, real objects, audio visual materials, pictures, photographs and text books among others. Although teachers mentioned audio visual materials and text books, there was no evidence showing that they adapt audio visual materials and text books. Findings further revealed that age was an important aspect considered when adapting instructional materials. Other considerations mentioned by the respondents were durability, safety of the instructional materials, number of learners, ability, content to be covered, relevancy and availability of raw materials to use. The findings indicated that teachers face a number of challenges in adapting instructional materials and these include; lack of raw materials to use, lack knowledge to adapt instructional materials, materials to use are expensive and negative attitude from stake holders. The researcher recommends that there is need to build the capacity of teachers to enhance their ability to adapt instructional materials for learners with hearing impairments.
Education for learners with hearing impairment in an inclusive setting in primary schools: a case study of Kajiado County, Kenya
(Kyambogo University (un published work), 2019-11) Ruitururi, Daniel Mbugua
This study sought to examine the barriers faced by learners with hearing impairment in participating in education in an inclusive learning environment in Kajiado county. The study adopted an exploratory study design where 7 teachers, 2 head teachers and 8 learners with hearing impairment were purposively sampled. Data was collected using questionnaires and interview schedules. Quantitative data was analyzed using a Statistical Package for Social Sciences (SPSS 23) while qualitative data was analyzed using thematic approach. Continuous triangulation of both qualitative and quantitative was done to make holistic interpretation of the empirical data and conclusions drawn. The study explored three key categories of barriers to participation in education by learners with hearing impairment; economic, socio-cultural and school-related barriers. It was concluded based on empirical evidence that household poverty is the main economic barrier that hinders participation in education by learners with hearing impairment. All these barriers lead to school dropout by children with hearing impairment, lack of exposure and increased cases of inequality among school going children. Based on the findings of this study, it is recommended that; the curriculum for learners with hearing impairment should be reviewed by relevant education stakeholders. The government of Kenya should put in place efficient mechanisms to aid in the utilization of Community Development Funds (CDF), Free Primary Education (FPE) and create community sensitization programs about the learning needs for children with hearing impairment.
Factors influencing retention of children with hearing impairment in primary schools in Gulu municipality, Gulu district, Uganda
(Kyambogo University, 2021-05) Aciro, Jennifer
This study investigated factors influencing retention of children with hearing impairment in primary schools in Gulu Municipality, Gulu District. Uganda.It sought to assess the provisions at school that influenced retention of children with hearing impairment in primary schools, to find out the parental involvement that influenced the retention of children with hearing impairment in primary schools finally to investigate the school mentorship programs that influenced retention of children with hearing impairment in primary schools. The study comprised of 16 participants where 6 SNE teachers and 10 children with hearing impairment from two (2) primary schools in Gulu Municipality. These respondents were selected through a purposive sampling technique. The data was collected with the help of interview guide and focus group discussion. Pilot study was conducted to validate the instruments before the final data collection and was used to analysed data by identifying themes, coding data, mapping and interpreting qualitatively. The findings indicated that most of the teachers had some training in special needs education. It also showed that there were different modes of teaching children with hearing impairment. There was much to be done for retention of children with hearing impairment in primary schools through provisions at schools like qualified teachers in the use of sign language, the use of visual instructional materials among others, parental involvement like payment of school fees, providing scholastic materials, attending school meetings /visitation days and school mentorship programs like guidance and counselling, co-curricular activities and training in Uganda Sign Language. There is need to guide and counsel the children with hearing impairment to accept themselves and socialise freely with other children.The teachers should be encourage to cater for individual differences of all children regardless of their disabilities.The school administrators should provide enough instructional materials and interpreters in the units to support the children with hearing impairment.There is need to increase awareness among parents to be fully involved in the education of children with hearing impairment as they collaborate with the schools,interact with SNE teachers,payment of school fees,providing food stuff,provision of scholastic materials,taking their CWHI to and from school.The school administrators should increase and improve on many mentorship programs.
Hearing aids use in inclusive secondary schools: their effectiveness on learning of student with hearing impairment a case of one selected district in Tanzania
(Kyambogo University [unpublished work], 2023-09) Basukwa, Philpo
This study examined the hearing aids use in secondary schools; their effectiveness on learning to the student with hearing impairment in one of the selected districts in Tanzania. In developing countries like Tanzania, hearing aids are the key to rehabilitation for the majority of persons as well as students with hearing impairment. The study was guided by three objectives as follows; to examine the status of the use of hearing aids among the students with impairment in inclusive secondary schools; to analyse the effectiveness of the use of hearing aids towards the learning of students with hearing impairment in secondary schools; and to explore the hindrances faced by students with hearing impairment while using hearing aids in their learning. The study was guided by Bronfenbrenner’s theory to find out how the environment can create the effectiveness use of hearing aids during learning. The study was qualitative in nature with a case study design used. The target population for this study were 247 and a sample size 12 participants were selected purposively from the secondary school to participate in the study. Semi-structured interviews were used during data collection and results were analysed thematically. The finding revealed that the status of the use of hearing aids is good and bad because some students do use hearing aids at school to communicate in their learning whereas others do not use as they claim that hearing aids make noise leading to pain in the ear and headache. The findings further revealed that hearing aids help students to participate in both academic and non-academic school activities. The study findings also indicated that although hearing aids had positive impacts in learning, there were hindrances encountered when students use hearing aids during learning. Some of these are poor infrastructures, inappropriate and unwillingness to wear hearing aids. Following the above findings, the study recommended that Ministry of Education, Science and Technology (MoEST) as a stakeholder in inclusive secondary schools needs to monitor the use of hearing aids in schools. The monitoring would ensure that hearing aids are effectively used by students with hearing impairment. Inclusive secondary school administrators should initiate partnerships with corporate organizations and non-governmental organizations for lobbing of assistance to modify and establish friendly classroom that favoured students with hearing impairment. The school administrations ensures that there are regular medical check-ups for students with hearing problems in their respective inclusive schools. Teachers in collaboration with the school administration should guide and counselling students who are unwilling to put on their hearing aids. This may encourage students with hearing impairment to wear their hearing aids hence ease their communication in learning.
Inclusion of persons with hearing impairment in formal private sector employment in Lira City
(Kyambogo University [unpublished work], 2023-09) Achola, Oliver
The study aimed to investigate the inclusion of Persons with Hearing Impairment (PWHI) in Formal Private Sector Employment (FPSE) in Lira city, it was guided by the following objectives namely, the factors influencing the inclusion of PWHI in FPSE; the Reasonable Accommodation (RA) provided to PWHI in FPSE and limitations to provision of RA to employees with Hearing Impairment by formal private sector employers in Lira City. The study was guided by the social model theory of disability as a theoretical framework to understand how the inclusion of PWHI in FPSE was done. A phenomenological design of qualitative approach was adopted to inform the study. It helped the researcher to describe the lived experience of participants about the phenomenon. The target population for the study is people whose behavior was exhibited and studied by the researcher and this included PWHI and their employers who were selected purposefully as participants. Semi-structured interviews of open-ended questions were drafted to obtain information from participants and data collected were thematically analyzed to obtain meaning. The findings of the study showed that PWHI had difficulties in accessing jobs due to the lack of reasonable appropriate accommodations. The findings also indicated that employers were constrained to hire PWHI simply because of factors such as the high costs attached, inadequate knowledge about disability, and the appropriate RA. The study, therefore, recommends that sign language interpreters be hired by employers and paid. Extra time should be allowed to PWHI on arrival and before actual departure times so as to enable them maneuver their way early to avoid accidents.
Inclusion of students with hearing impairment in universities in Dodoma City, Tanzania
(Kyambogo University [unpublished work], 2023-11) Kaingo, Richard Maarifa
This study explored the inclusion of students with hearing impairment in universities in Tanzania. The study was framed on four objectives, namely: to examine the support services available in universities for enhancing inclusion of students with hearing impairment; to analyze the adaptations made in the teaching and learning for students with hearing impairment to enhance their classroom participation; to determine the lecturers’ perceptions in teaching students with hearing impairment in inclusive educational settings and to find out the opinions of students with hearing impairment about their inclusion in the university environments. The study was guided by two theories, the social model of disability and the human right model of disability so as to understand the practice of inclusion of students with hearing impairment in universities. A qualitative research approach and case study research design were applied to obtain information through semi-structured interviews, observation and Focus Group Discussions. The target population was the students with hearing impairment, hearing students, lecturers, leader of Chama cha Viziwi Tanzania (CHAVITA), a member of Tanzania Commission for Universities (TCU), disability support personnel and representative of students with disabilities. The data obtained was analyzed both thematically and descriptively to derive meaning from them as per the objectives of the study. The findings discovered that support services provided in universities included: assistive devices and sign language interpretations were inadequate to meet the learning needs of these students; teaching and learning strategies were hardly adapted to meet the learning needs of students with hearing impairment; lecturers perceived teaching these students as being a burden that demands for extra attention, modifications and time. The students with hearing impairment perceived the learning-environment in all the universities as unfriendly, stressing that since they were not (initially) identified to have special-needs, the learning environment was not designed to suit their learning needs. Generally, the findings revealed that the inclusion of students with hearing impairment in universities was still a challenge due to the stakeholders’ lack of awareness on matters related to students with hearing impairment. And lastly, the study makes a number of recommendations: Special needs and inclusive education component should be merged in teacher curriculum at all levels; both lecturers and hearing peers be adequately trained on sign language skills; universities should employ competent sign language interpreters; universities should make screening and identification of students with hearing impairment during registration. Also, universities should include in its structure a department of special needs education and establish resource rooms that should serve as a disability support center.
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.
Managing hearing impairment among children at family level in olok sub-county, pallisa district
(Kyambogo University [unpublished work], 2023-11) Omonuk, Ademun Deborah
The study investigated how hearing impairment among children is being managed at family level in rural communities including Olok sub-county, Pallisa district. It was guided by three objectives: To establish the awareness of how hearing impairment is commonly caused among children at family level in Olok sub-county, to examine how hearing impairment affects the language and communication development of children at family level in Olok sub-county, and to explore the strategies used in managing hearing impairment among children at family level in Olok sub-county. A qualitative research design was adopted for the study involving nine (N=9) participants who included both parents and children with hearing impairment. Purposive sampling was used to identify the participants from whom data was collected using a semi structured interview guide. Findings indicated that families were aware of the causes of hearing loss in their children and were able to mention them. They identified diseases and accidents among others. Slow language development, communication challenges, negative community and neighbors’ attitudes towards children with hearing impairment were the major effects. Other effects noted were financial limitations, busy schedules and ignorance among parents on how to manage and communicate with children with hearing impairment. The findings identified the following strategies for managing hearing impairment among children: training parents in sign language, provision of hearing aids and constant medical checkup. The study recommended for parents to always seek for medical attention of their children from qualified health personnel in health facilities, sensitize their children to avoid playing in dangerous places that can cause accidents for them, train and empower parents on skills for early assessment, avoid putting on very high volumes when using ear phones, and establish a section at the health centers with staff having knowledge on assessment and intervention of hearing problems in children. In addition, parents should solicit for fund to buy for their children assistive listening devices, organize themselves into associations such as Village Savings and Loan Associations (VSLA) for financial support, training in Ugandan sign language for parents and children, taking children to the nearby health facility for medical examination in case of any sign of HI, and provision of hearing aids to pupils with hearing impairment in inclusive primary schools in rural communities at a free cost.

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Browsing Masters Degree Dissertations by Subject "Hearing impairment"