WELCOME TO KENTERPRO:
EFFECT OF TOTAL COMMUNICATION ON THE ACADEMIC PERFORMANCE OF PUPILS WITH HEARING IMPAIRMENT IN SPECIAL EDUCATION CENTER, PANKSHIN

 CHAPTER ONE

INTRODUCTION

• Background to the Study

The global campaign for primary education has led to the increase of learners with special needs including those with hearing impairment. The majority of these learners with hearing impairment find it hard to transit to and subsequently succeed in secondary and tertiary education due to low academic achievement (Summer, 2014) most time, this brought about the lack of support and motivation in their transition to the higher levels. They may not transit to the next level at all or drop out after they transit. This might be due to their new teachers who may not be able to use the correct teaching approach. The learning environment may not support them sufficiently hence unable to motivate the learners with hearing impairment to successfully pursue their studies. This may therefore lead to poor performance which may cripple transition to the next class or facilitate dropping out altogether (Kaplan, 2016).

According to Hyde, (2014) Total Communication is an approach to communicating that aim to make use of a number of modes of communication such as signed, oral auditory, written and visual aids depending on the particular needs and abilities of the person. Total communication approach historically according to Hyde, (2014) is not really a teaching method but instead it is a communication approach or philosophy. The philosophy advocates for several avenues like speech, speech reading to be used in order to have a successful communication between the hearing and the hearing impaired and among the hearing themselves. Communication is the only difference between human being and other animals especially animals of the same species like monkeys so because of deficit of this important among the hearing-impaired people, a lot has been done to try and break through the problem.

Earlier on approaches like oral-aural approach where employed in communicating with and among the hearing impaired. The method advocated the use of speech and amplification only. But the results of these methods were not encouraging. Other methods were also tried like manualist which was practiced in some countries like France. All these methods showed some deficits in one way or the other. This went on until at around 1970’s when it was seen that no particular method was independently successful in communicating with and among the hearing impaired. It was at this time that the Total Communication philosophy was introduced so that it could cater for the use of various modes (Hyde, 2014). Although the philosophy was found out in 1970s, it was not immediately implemented in schools for the hearing impaired it was only until mid-1980s that the philosophy was tried in some schools in countries such as Kenya and Nigeria inclusively. Later on philosophy spread to other schools for the hearing impaired, but there has been no evaluation on how effectively this philosophy is. Education of hearing impaired started as early as 16^th century. But when it was stalled, it stalled in various countries like Spain, Britain, France and Germany. This later spread to other countries like USA and the rest of the world.

At the beginning, two methods became predominant. The methods are oral-aural approach and the manual approach. The two methods became predominant but because there was need for a common method to be used, it created a heated debate between the two methods. Each method had support from it members, and it led to Milan Conference in 1880. At the conference voting was done in order to determine the best method that can be followed by all (Karchmar  & Mitchell, 2013). As result, oral-aural approach was voted for by many and from there it was adopted to be used as a common method. This was then used up to around 1960 when the parents of the hearing impaired children saw that their children were not benefiting. At this point an Alternative approach was sought for. Then Total Communication philosophy was adopted as an alternative approach from early 1970’s.

In Kenya education of the hearing impaired began in the late 1950’s at around 1958. This is the time when oral-aural approach was in use. The schools units where stalled during this time used oral-aural approach the approach continued but because of the fruitless results as it was observed in other countries Kenya also thought of adopting Total Communication philosophy.

According to Kurtzer, (2013) the introduction of Manual communication in form of Sign Exact English (SEE) in the education of the hearing impaired at around 1982. This did not feature out well because the teachers by then had no information about Sign language and there were no structure signs or sign language. At around 1985, the Total Communication was included in the special education teachers program. This then exposed some teachers on Total Communication philosophy and in 1987 when they were posted to schools they took with them the philosophy to schools for the hearing impaired in Kenya. Also, to strengthen this philosophy, a pilot school was started in Machakos, the current Machakos school for the hearing impaired.

Total Communication has been used in most schools and units in the world. Bt in all no research has been done to assess and evaluate the impact of the philosophy on the learning of the hearing impaired. Lang (2013) contends that the learners with hearing impairment face problems in acquiring and understanding moral behavior codes because it is mainly through sign language that they are transferred from one level to another. Their socialization is deficient because of the inability to hear which deprives the learner of the most meaningful guidelines for moulding behavior. Given the existing situation, Total Communication which supports a combination of many approaches has high probability of improving performances of the learners hence facilitating their transition to higher levels (Lang, 2013). It is on this background that the researcher deems it fit to determine the effect of Total Communication on the academic achievement of pupils with hearing impairment in Special Education center, Pankshin.

1.2       Statement of the Problem

Despite the government placing emphasis on inclusive education, it recognizes the role of special schools as suitable environments for the teaching and learning of learners with special needs, Pankshin Special education center over the years have been noted with many challenges such as lack of instructional facilities, resources, qualified special educators, and the most notable that concerns this study is lack of acquisition of language. The assumption as revealed by most literature reviewed shows that most poor performance seen among pupils with hearing impairment is attributed to the method of teaching by Nigerian educators of pupils with hearing impairment which do not take into consideration the means of communication that will appeal to all the sense of pupils with hearing impairment. It has been observed over the years in Special schools in Plateau State especially Special education center, Pankshin that since special educators started using American Sign Language alone to teach pupils with hearing impairment, there has been consistent poor academic performance. The evidence of this poor academic performance can be seen in the pupil’s internal results. It is believed that this sign language mode alone may not afford them the opportunity to interact or relate well with their peers and families, as well as improve their academic work. In view of this development, there is a need to find out whether the use of total communication could affect the academic performance of pupils with hearing impairment. Could the introduction of a method which appeals to all the senses of children with hearing impairment influence their academic performance? It is based on this that the researcher wants to carry out a study on whether there will be an increase in academic performance of pupils with hearing impairment in Special Education center Pankshin if they are taught through the use of total communication mode.

1.3       Purpose of the Study

The purpose of the study is to determine the effect of Total Communication on the academic performance of pupils with hearing impairment in Special Education Center, Pankshin. The study is guided by the following specific objectives:

1. To find out the effects of total communication approach on academic performance of pupils with hearing impairment in Special Education center, Pankshin.
2. To find out factors affecting academic performance of pupils with hearing impairment in Special Education Center, Pankshin.
3. 00To determine the strategies that can be employed to improve the academic performance of pupils with hearing impairment in Special Education Center, Pankshin

1.4       Research Question

The following research question will be raised to conduct this study

1. What are the effect of total communication approach on the academic performance of pupils with hearing impairment in Special education center, Pankshin?
2. What are the factors affecting the academic performance of pupils with hearing impairment in Special education center, Pankshin?
3. What are the strategies that can be employed to improve the academic performance of pupils with hearing impairment in Special education center, Pankshin?

1.5       Research Hypothesis

Ho: There is no significant relationship between Total Communication and the academic performance of pupils with hearing impairment

1.6       Significance of the Study

The study anticipated that the findings will be used by teachers to evaluate their understanding and use of Total Communication approach in teaching and learning process and gain insight into the needs of pupils with hearing impairment in order to improve academic achievement.

The finding of this study may be used by teachers and teacher trainers to find solutions to ever changing needs and interests of pupils with hearing impairment and appreciate the significance of the use of Total Communication modes in the teaching-learning of pupils with hearing impairment in relation to academic achievement.

The study anticipated that the finds may be used by the Ministry of Education (MOE) and National Policy on Education (NPE) of Nigeria when making policies regarding the communication approaches for pupils with hearing impairment; curriculum for special education teacher training instructional environment and interventions to improving performance.

1.6       Scope of the Study

The study is focused on pupils with hearing impairment in Special Education center. It is limited to the effect of Total communication on the academic performance of pupils with hearing impairment alone.

1.7       Definition of Operational Terms

Effect: This refers to a change which is as a result or consequences of an action or other causes.

Total Communication: This is an approach to communicating that aim to make use of a number of modes of communication such as Signed language, oral, auditory, written and visual aids depending on the particular needs and abilities of the person.

Academic: Academic is used to describe that which is related to the workdone in the schools, colleges and universities especially work which involves studying and reasoning rather than practical or technical skills.

Achievement: This refers to the successful completion of a program required by the schoo.

Pupil: A person who are taught in the primary school

Hearing Impaired: This implies the inability of an individual to hear sounds adequately

Pupils with hearing impairment: These are pupils that has loss their sense of hearing who are taught in a special school.

Special Education centre: It is a school catering for children with special needs