WELCOME TO KENTERPRO:
EFFECT OF SIMULTANEOUS COMMUNICATION ON THE WRITING SKILLS OF CHILDREN WITH HEARING IMPAIRED IN OTANA INTEGRATED SCHOOL, JOS

 CHAPTER ONE

INTRODUCTION

1.1       Background to the Study

Generally, persons with hearing impairment are as nuisance and second-class citizen because they depend on their parents, community and government for their living. They are either partially or totally deaf as a result of many factors, including genetic, ageing, exposure to noise, illness, chemicals and physical trauma. Their degree of impairment ranges from mild to profound and are classified into two categories; congenital and adventitious deafness. This affects their development of language which makes them to have problem with receiving instruction from teachers when only one method of communication such as fingerspelling is used. Most of them are not given academic training to enable their performance in their various schools.

Historically, the education of the hearing impaired children has not been viewed as successful. The oral approach, which prohibited the use of signing was the traditional method for teaching language and other academic subjects to the hearing impaired students. During the 1970s, oralism gave way to the total communication approach. This method utilized a simultaneous manual and oral component. Educators believed that communication barrier that hearing impaired students suffer could be broken simply by teaching the hearing impaired students to read English. This belief led to the development of manual codes for English. Signing Exact English (SEE) is reportedly the most commonly used within hearing impaired educator (Abiolam & Adeleke, 2015). However, linguistics do not consider the various forms of manually coded English as natural languages for the hearing impaired children, but rather artificial codes meant to be accompanied by speech. Adekunle and Ojo (2016), the sign system used by the hearing impaired children in the United States and Canada has been recognized as a bonafide language. While American Sign Language (ASL) and English share the same lexicography, the syntactical structure of ASL differs considerably from that of standard English and includes non-manual behaviours such as eye, head, face and body movements. Oral method approach alone has not proven completed successful in hearing impaired academic performance.

In Nigeria, a number of reform initiatives have been under taken in general education to promote school improvement and student’s achievement. The reforms have given priority to general education and have served the larger majority of students. Nigeria’s education system ignored reform in the hearing-impaired education. To this effect, the academic achievement of hearing-impaired students has historically lagged behind that of hearing peers (Amoo & Olatunji, 2017). In other words, the field of hearing-impaired education has not given due attention to a similar reform to improve the education of its students. Due to lack of early appropriate sign language and literacy intervention and receipt of proper accommodation, hearing impaired students have reached high school age without understanding subject matters they need to acquire (Ibrahim & Aliyu, 2019). Hence appropriate educational services can be detrimental to the academic performance and social outcomes of all hearing impaired students.

Communication is at the heart of what human beings do, it defines and gives meaning to our emotions, beliefs, hopes, creativities, and life experiences. Without communication, a hearing impaired child is lost in the joy of human contact, the ability to connect thought and symbol into language, and the beauty of hearing. The effective development, understanding and expression of language are fundamental to any educational and social experience and are particularly crucial for hearing impaired children (Adewale & Ahmed, 2016). Communication, education and social growths depends on a language-rich environment, one with ongoing, direct, and age appropriate language opportunities. According to Adeyemi and Babatunde (2018) we should give importance for the communication of the hearing impaired students since an effective communication driven system will meet the needs of all hearing impaired children. If the communication goes awry, it affects the intellectual growth, social interaction, language development, and emotional attitudes all at once, simultaneously, and inseparably.

Simultaneous Total Communication (STC) is an approach to communication and education for individuals with hearing impairments. It involves the simultaneous use of multiple communication modalities, such as sign language, spoken language, lip-reading, and visual aids, to enhance understanding and facilitate effective communication. According to Adewale and Ahmed (2016) the goal of STC is to provide individuals with hearing impairments access to as much information as possible through various channels. It recognizes that different individuals may have different communication preferences and abilities, and aims to accommodate these differences by using a combination of communication methods. In an STC approach, educators, interpreters, and communication partners may use sign language alongside spoken language, allowing individuals with hearing impairments to receive information through both visual and auditory channels. This approach can be especially beneficial for individuals who have limited speech or difficulty understanding spoken language. Amoo & Olatunji (2017) added that STC acknowledges the importance of incorporating visual cues, gestures, facial expressions, and body language to supplement and reinforce communication. It also recognizes the significance of providing a supportive and inclusive environment that encourages individuals to use their preferred communication methods and supports their overall language and educational development. Children with hearing impairments often face significant challenges in acquiring language and developing their writing skills. The traditional approach of teaching these students primarily focuses on oral communication, which can limit their ability to grasp and express complex concepts effectively. Simultaneous total communication offers an alternative method that enables students to access information visually and aurally, enhancing their understanding and language development. Previous research studies have provided evidence of the positive impact of simultaneous total communication on the academic performance of students with hearing impairments. These studies have shown improvements in language acquisition, reading comprehension, and overall academic achievement. However, there is a limited amount of research specifically investigating the effect of simultaneous total communication on the writing skills of children with hearing impairments.

• Statement of the Problem

In Nigeria, schooling for students with hearing impairment is evolving at a fairly rate due to educational changes in the country. In most cases, these changes might have its own contribution in giving access to the education of the hearing impaired students. Currently, special schools and integrated schools for hearing impaired children are increasing in number gradually. These opportunities and challenges reveal a need to re-think about academic achievements and simultaneous total communication in current schools. The education of children with hearing impairment poses unique challenges, particularly in the development of language skills and academic performance. Communication plays a pivotal role in the learning process, and effective writing skills are essential for academic success. However, the extent to which simultaneous communication influences the writing skills of children with hearing impairment at Otana Integrated School in Jos has yet to be thoroughly investigated.

1.3       Purpose of the Study

The purpose of the study is to find out the Effect of Simultaneous Communication on the writing skills of Children with Hearing Impaired in Otana Integrated School, Jos. Specifically, the objectives are:

1. To identify the challenges faced by children with hearing impairment in their writing tasks during classes in Otana Integrated School, Jos
2. To explore the impact of Simultaneous Total Communication on the writing skills of children with hearing impairment in Otana Integrated School, Jos
3. To provide strategies for improving the writing skills of children with hearing impairment in Otana Integrated School, Jos.
   • Research Questions

The following research questions were set to guide the research for the study;

1. What are the challenges faced by children with hearing impairment in their writing tasks during classes in Otana Integrated School, Jos?
2. What is the impact of Simultaneous Total Communication on the writing skills of children with hearing impairment in Otana Integrated School, Jos?
3. What are the best strategies for improving the writing skills of children with hearing impairment in Otana Integrated School, Jos.

1.4       Research Hypotheses

In order to come out with meaningful result, the following research hypothesis was considered.

H₀ – There is no significant relationship between simultaneous total communication and writing skills of children with hearing impairment.

1.5       Significance of the Study

This study when completed will be of significance to teachers, children with hearing impairment, Curriculum Planners, School Authorities and researchers

This study will hold significant implications for teachers working with children with hearing impairment. By investigating the effect of simultaneous communication on the writing skills of these students, teachers can gain insights into effective instructional strategies. The findings will help teachers understand the challenges faced by these students in writing tasks and identify ways to improve their writing skills. The study will guide teachers in implementing appropriate accommodations, adaptations, and support systems to enhance the educational experience and academic achievement of children with hearing impairment.

The study’s findings will directly benefit children with hearing impairment by shedding light on the impact of simultaneous communication on their writing skills. Understanding the specific challenges they face and the potential benefits or drawbacks of simultaneous communication will empower children with hearing impairment to advocate for their needs and contribute to their own educational development.

Curriculum planners play a crucial role in developing inclusive educational materials and frameworks. The study’s findings will provide valuable insights into the effectiveness of simultaneous communication strategies in the context. This knowledge can guide curriculum planners in integrating appropriate teaching methodologies and resources to accommodate children with hearing impairment.

School authorities, including administrators and policymakers, can benefit from the study’s findings in making informed decisions regarding resource allocation, teacher training, and policy development. By understanding the effect of simultaneous communication on the writing skills of children with hearing impairment, school authorities can establish support systems that cater to the specific needs of these students.

For researchers, this study will contribute to the existing body of knowledge on inclusive education and the learning experiences of children with hearing impairment. It will open avenues for further research and exploration into effective teaching strategies, communication methods, and interventions to enhance the writing skills of these students.

1.6       Scope of the Study

This study is focused on the effect of Simultaneous Total Communication on the writing skills of children with hearing impairment. It will cover only the hearing impaired children in Otana Integrated School, Jos

• Definition of Operational Terms

Hearing impaired children – These are group of learners who have hearing loss and hard of hearing and are not able to hear things totally or partially.

Simultaneous Total Communication (STC) – Is an approach to hearing impaired education that aims to make use of a number of modes of communication as signed, oral, auditory, written, and visual aids at the same time for students to comprehend the subject matter.

Writing Academic performance – This refers to how well children with hearing impairment are able to express their understanding of topics, apply critical thinking skills, and convey their thoughts and knowledge through written language.

ASL – This is American Sign Language which is approach as the general language of communication with hearing impaired students across the special, integrated and inclusive education.

Oral approach – This is an approach to hearing impaired education that emphasizes auditory training, articulation ability and lip-reading.

Manual method – This is the use of signs, finger spellings and markers to represent as specifically as possible the basic essentials of the English language. An umbrella term used to cover the various signed English systems that have been devised to parallel English exactly.

Special school – This is a place of educating children with hearing impairment in using simultaneous total communication to enhance their academic attainment.