A Survey Of Educational And Counselling Needs Of Deaf Students In Kwara State School For The Handicapped, Ilorin

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A Survey Of Educational And Counselling Needs Of Deaf Students In Kwara State School For The Handicapped, Ilorin


Abstract


This work is about The Learning Problems of The Deaf (Handicapped) Children in the Kwara State School for the Handicapped, Ilorin.

A questionnaire titled Counselling Needs of Deaf Questionnaire was administered to fifteen deaf students of the institution and another ten students who are (non-deaf) normal students, four hypothesis were drawn and the t-test method was used to analyse the data.

It was discovered that deaf problems that are not discovered at early stages, have greater control and management problems than those that were defected early and were promptly acted upon.

It was therefore, recommended among other things that Government should as a matter of urgency make special education to become part of its important educational programmes.


Table of Contents


Preliminary Page(s)

  • Title Page
  • Certification
  • Dedication
  • Acknowledgements
  • Abstract
  • Table of Contents
  • List of Tables

Chapter One:

Introduction

  • Background of the Study
  • Statement of the problems
  • Purpose of the Study
  • General Questions
  • Research Questions
  • Research Hypothesis
  • Significance of the study
  • Delimitation of the study
  • Operational definitions of terms

Chapter Two:

Review of the Related Literature

  • Introduction
  • Definition of hearing impairment (Deaf)
  • Signs and types of Hearing impairment
  • Types of Impairment
  • Causes of deafness
  • Problems Associated with deafness
  • Prevention of Hearing Impairment
  • Management of hearing impairment
  • Appraisal of the Literature reviewed

Chapter Three:

Research Methodology

  • Research Design
  • Population of the Study
  • Sample and Sampling techniques
  • Instrument of the Study
  • Validation of the Instrument
  • Reliability of the Instrument
  • Procedure for Data Collection
  • Method of Data Analysis

Chapter Four:

Results and Discussion

  • Presentation of Results
  • Hypotheses Testing
  • Discussion of the Results

Chapter Five:

Summary, Conclusion and Recommendations

  • Summary
  • Conclusion
  • Implication of the study
  • Recommendations
  • Limitations of the Study
  • Suggestions for further Studies
  • References
  • Appendix

List of Tables


  • Table 1: Analysis of the relationship between the learning problems of male and female deaf students
  • Table 2: Analysis of the difference in the learning capabilities of deaf students who come from literate homes and those from illiterate homes
  • Table 3: Showing the analysis of the differences of the difference in the learning problems of deaf students at the tender age and those at the adult age
  • Table 4: Analysis of the learning problems of Christian deaf students and Muslim deaf students

Chapter One


Introduction

Background of the Study

Kwara State School for the handicapped is an institution where children with disabilities are kept and trained so that they can become useful members of the society. One category of such children are there who are deaf. According to Onalapo, (2003), the deaf are those in whom the sense of hearing is not functional for the ordinary purpose of life.

The deaf, because of their disabilities are faced with certain problems, this is because of the general attitudes of the society to them. This emanates from the fact that traditionally, deafness is thought to be a punishment by the ancestors on the family for the crime committed by either the parents or members of the lineage, (Onaolapo, 2003).
This is why many people see them as outcasts who are experiencing gods annoyance. One of the most important problems faced by the handicap is lack of hearing, they can observe from others who seem to enjoy conversation, listening to music or singing; (Bukoye 2005). But this is a mystery to them as they cannot enjoy the same privilege, even though Onaolapo (2003), categorized deafness into Crystete deaf and partial or heard hard of hearing, all these could not be described as making effective use of their hearing organs in normal ways.

The educational implication of this is that these categories of deaf found in the classroom would not be able to benefit in the teaching learning process like other children.

Onaolapo (2003) stated that these children could be detected simply by their attitude or gesture in the classroom. For example, they could be saying ‘hen-hen’ or cuping the ear that is fairly okay to the speaker so that they can pick what the speakers is saying.

The deaf is likely to have problems in learning in normal classroom situation.

According to Onaolapo, (2003) the deaf has to be taught through a special training and special aids. An additional problem to the deaf in the classroom is said to be the extent of his problem, this is because many test had to be conducted to ascertain his or her problem. (Akinpelu, 1994).

The deaf also faces mockery and molestation in the hands of neighbours and the public. They call them different types of bad names, some parents see them as good for nothing and therefore send them out to collect alms. This means that the deaf are pitied and given money to buy food instead of understanding their situation and giving them, chance to make the best out of life.


Statement of the Problems

The deaf in the Kwara State School for the handicap are housed therefore educational purpose. They are kept there with the aim of giving them education, the necessary education through specialized facilities. This is in line with the National Policy of Education, (2000) which states that all citizens be given equal educational opportunities, for all their needs may not be met. For example, some people may be completely deaf, others may be hard of hearing e.t.c. This condition may have psychological implications such as poor study habit low self concept etc.

Furthermore, instructional facilities are very important in the teaching and learning situations. These includes human and materials resources. Akinpelu (1996) asserted that many schools for the handicap in Nigeria do not have enough equipments, particularly the hearing aids. Apart from this, special education teachers and people who could serve as interpreters are not adequate. All these could negatively affect the handicaps.

In view of the above, it will be necessary to look into the counselling needs of this category of children so that one can proffer solutions to them.


Purpose of the Study

The purpose of the study is to investigate the counselling needs of deaf students in the Kwara State school for the handicap.

The study also seeks to establish whether: –

  1. There is any difference in the counselling needs of male and female deaf students in the school for the handicap.
  2. There is any difference in the counselling needs of young and old deaf students in the school for the handicap.
  3. There is any difference in the counselling needs of Christian and Muslim deaf students in the school for the handicap.
  4. There is any differences in the counselling needs of deaf students from literate and illiterate homes in the school for the handicap.

General Questions

  1. What are the educational and counselling needs of deaf students in Kwara State School for the Handicapped?

Research Questions

The following questions were raised to the guide the study: –

  1. What are the counselling needs of deaf in the Kwara State School for the handicap?
  2. Is there any differences in the counselling needs of male and female deaf students in the school for the handicap?
  3. Is there any differences in the counselling needs of young and old deaf students in the school the school for the handicap?
  4. Is there any difference in the counselling needs of Christians and Muslim dead students in the school for the handicap?
  5. Is there any differences in the counselling needs of deaf students from literate and illiterate homes in the school for the handicap?

Research Hypotheses

The following hypotheses will be tested in the study: –

  1. There is no significant difference in the counselling needs of male and female deaf students in the school for the handicap.
  2. There is no significant differences in the counselling needs of young and old deaf students in the school for the handicap.
  3. There is no significant difference in the counselling needs of Christian and Muslim deaf students in the school for the handicap.
  4. There is no significant difference in the counselling needs of deaf students from litrates and illiterate homes in the school for the handicap.

Significance of the Study:

Special education is founded for students in the Kwara State school for the handicapped.

There are different categories of exceptional children educated through special facilities.

  1. The deaf which is the concern of this study, inspite of the facilities in the school could be deficient in many things. The outcome of this study could expose the hidden problems of dead in the school.
  2. The special educators in the school are expected to benefit from the study by making use of the problems and finding solutions for better or improved teaching/learning situations in the school.
  3. The study could be useful to the parents who could use the results to understand the problems of their children more so as to help in solving them.
  4. The study could also serve as education document in the area and help future researcher as resource materials.

Delimitation of the Study:

The study investigated the counselling needs of deaf students in the school for the handicapped Ilorin. It involved all the secondary school deaf students in the school , it was however limited to only 80 selected students and 20 staff who responded to the counselling needs of deaf Questionnaire. (CNODQ).

This is because there were limited number of dead students, particularly those that can respond to the Questionnaire.


Operational definition of terms

The following terms are defined as used in the study: –

Deaf:

Those whose sense of hearing is not functioning for the ordinary purpose of life.

Hearing/Impairement:

The inability to use the ears to understand speech.

Hard of Hearing:

The difficulties in hearing the sound ordinarily produced but can hear sound with the used of aid.

Life Reading:

This is the process of getting what the speaker is saying by watching his/her lip movement or face.

Manual Communication:

This means some spellings and signs done by the sign language. Is the use of gestures by a person to convey meaning to another.

Total Communication:

Is a method of Combining finger spelling, speech, signs or gesture to convey meaning or communicate with another.


Chapter Five


Summary, Conclusion and Recommendations

This chapter deals with the summary of the study, the conclusions and recommendations of the study. The details of the above mentioned are as follows: –


Summary

This research work is designed to find the learning problems of handicapped children, especially the deaf in Kwara State School for the handicapped, Ilorin. In the course of the work therefore, attempts were made to answer such questions as: What is generally being handicapped? What are the likely causes of deafness? What are the counselling therapies for the deaf?

The population for the work are the deaf students with special emphasis on the deaf in the Kwara State school for the handicapped, Ilorin. The designed of the work is survey, using both the questionnaire and interview methods. In the work, the findings reveals that there is no significant difference in the learning problems of both male and female deaf children. And their learning procedures include the use of finger spelling, lip-reading, auditory training, speech training and total communication.

Also, it was discovered that those who were born deaf or become deaf at early stage of life usually have more learning problems than those who become deaf in adult age. Also, it was discovered that parents level of education can determine whether or not a child going deaf could quickly be helped or not. And lastly, it was observed that religious beliefs should not be made to determine therapeutical and counselling roles in matters of disabilities.


Conclusions

The outcome of this study is this: –

The learning problems of deaf children could be overcome through integrated special education.

Secondly, parents education about the normal growth and development of their children is very much important, Ashonibare, (1998).

Lastly religious belief should not be made to compound the problems of disabled children. Onaolapo, (2000).


Implication of the Study

The implications of these findings are these: –

Firstly, deafness if early detected could be corrected.

Secondly, parents education especially on preventive counselling of disabilities is very important. Lastly, religious beliefs could compound the problems of disabled children.

This research work has been discovered to be similar with the finding of other scholars as regards to learning problems of handicap (deaf) persons.

In the course of this work, some difficulties were encountered, among which are: – the difficulties in getting some deaf students of the school for the handicapped to fully participate and respond to the Questions being asked them.


Recommendations

Recommendations are based on the findings: firstly, it was discovered that disabled children who are deaf could be helped or rehabilitated through special education. (Adama, 1991).

Secondly, it was discovered that early detection of signs of deafness could make a lot of difference in the child’s life. And according to Yahaya, (2000), when this is done, quick control measures could be undertaken.

Furthermore, it was observed that some religious beliefs do more harm than help get the parents confused.
According to Umoh, (1995) parents needs general counselling education, especially preventive education on children’s likely disability and diseases.

Based on these findings, the following recommendations are made: –

Firstly, According to Fadupe, (2001), parents should be given counselling education on the eventuality of disabilities in their children.

Government should train more special education specialists in the country. Moreover more special schools or institutions should be establish by the government. In addition to these, government should provide enough fund and education facilities in these schools.


Limitations of the Study

The attitudes of deaf to this type of research constituted a major impediment to the study. These are areas of sampling and returns of the questionnaire. These were however, overcome after great efforts.


Suggestions for further Studies

As a result of findings in this work that is that prompt an adequate counselling therapy should be sought for children discovered to have developed signs of hearing problems, one also wishes to suggest that more studies should be made or done on the topic by other researchers as the issues involved are fundamental to the growth and development of education in the society at large and the development of this nation itself.


A Survey Of Educational And Counselling Needs Of Deaf Students In Kwara State School For The Handicapped, Ilorin


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Frequently Asked Questions


How should students who are deaf and hard of hearing be evaluated?

In addition to taking part in academic achievement testing for initial and re-evaluations, students who are deaf and hard of hearing should participate in the age-appropriate statewide and local educational evaluation programs unless they qualify for alternative forms of testing as determined by established criteria.

What is the purpose of the deaf education program?

This provides for the educational evaluation of areas that are most relevant for students who are deaf or hard of hearing, such as cognition, motor and sensory abilities, and obtaining relevant medical information.

What is the toolkit for deaf children’s literacy?

The Toolkit: Starting with Assessment: A Developmental Approach to Deaf Children’s Literacy Sign Language Proficiency Interview Visual Communication and Sign Language Checklist for Deaf and Hard of Hearing Children

What are the principles of literacy support for deaf and hard of hearing?

For Deaf or Hard-of-Hearing students, some general principles to support literacy include maximizing the visual access to information within the classroom (posted vocabulary, schedules, use of captions, etc). 

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