Department of Early Childhood and Pre-Primary Education

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Browsing Department of Early Childhood and Pre-Primary Education by Subject "Communication techniques."

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    Classroom communication techniques and cognitive learning of children with hearing impairment in primary schools in Kampala capital city authority
    (Kyambogo University[unpublished work], 2021-03) Kisakye, David
    Pupils with hearing impairment can learn and academically perform well if their teachers use effective classroom communication techniques. The purpose of the study was to investigate the influence of classroom communication techniques on cognitive learning of children with hearing impairment in selected primary schools for the deaf in Kampala Capital City Authority. The study was guided by three objectives namely to: investigate the influence of classroom communication techniques on the acquisition of knowledge by children with hearing impairment; examine classroom communication techniques on interpretation of information by children with hearing impairment and to establish the influence of classroom communication techniques on application of knowledge by children with hearing impairment. The total number of participants was thirty of which twenty-seven were teachers teaching in the schools for the deaf. Three respondents were head teachers of the selected schools. An exploratory research design was used to carry out this research. Qualitative data analysis was used to interpret the research findings in the study. The study established that there are many communication techniques that teachers use to teach children to apply content in their lives. The findings further showed that although sign language was the most used communication technique it has challenges associated with teachers’ and learners’ incompetence in its use. The study further established that teachers’ communication techniques enabled learners with hearing impairment to interpret and apply information coming from their teachers. It was recommended that different government departments and agencies put in a lot of effort to empower teachers of children with hearing impairment with effective communication techniques. It is further recommended that head teachers should regularly supervise, mentor and coach their teachers to enable them improve on their communication techniques. More funding for exclusive schools for children with hearing impairment is recommended for purposes of equity and quality education for all.