WELCOME TO KENTERPRO:
FACTORS INFLUENCING ACADEMIC PERFORMANCE OF STUDENTS WITH HEARING IMPAIRMENT IN INCLUSIVE EDUCATION IN JOS NORTH LOCAL GOVERNMENT AREA

 CHAPTER ONE

INTRODUCTION

• Background to the Study

Over the past two decades, the provision of education for children with special educational needs (SEN) has been a contentious issue within Nigerian education (National Council for Special Education [NCSE], 2009). Throughout the mid-nineteen-fifties a number of voluntary organisations and religious orders took the initiative to establish schools for students with such disabilities (National Council for Curriculum and Assessment, [NCCA], 1999). These schools were officially recognised as special national schools by the Department of Education and Skills. Since the 1990s there have been major developments with regard to special education. Due to the dissatisfaction among parents regarding the segregation of children with special educational needs, the Special Education Review Committee (SERC) made a number of recommendations (NCSE, 2010). These recommendations led to the inclusion of children with special educational needs within the mainstream classroom. It was suggested that SEN children integrate in the mainstream school setting where there was appropriate and experience as little segregation as possible. Today there is a strong emphasis on creating inclusive learning environments within the mainstream classroom that can cater for pupil diversity (Griffin & Shevlin, 2011).

Inclusive Education (IE) refers to the ambition and goals, that all children regardless of ability or disability, should be educated in mainstream classes in district schools, receiving education and support as required by their needs. The idea of inclusive education is important because it is defined by the United Nations (UN) as a human right in the convention on the right of persons with disabilities (UN, 2006). It also maintained that inclusive education should be adoptable to different styles of learning so that it suits all learners, in particular. According to UN, there are some 200 million children with disabilities (CWD) in the world (UNICEF, 2009).

            Inclusive education is often thought to mean the placement of students with disabilities in a general education setting. While inclusive education under the law most directly means the participation of students with disabilities in the general education curriculum, this participation involves more than mere physical presence. Inclusive education involves meaningful participation and interaction between the student with disabilities and the teacher and non-disabled peers. Inclusion also involves a climate of belonging and acceptance among all students in the classroom.

            Furthermore, Voltz, Brazil & Ford (2001), point out that another component of inclusion is shared ownership among faculty for the learning of all students, regardless of teachers’ specialization. The aim of inclusion is to increase the participation of special education students in the general education curriculum, which includes increasing the interaction of special education students with general education teachers and with students without disabilities.

            According to NDCS (2008), a hearing impaired is anyone with a permanent or temporary hearing loss. Apart from definition, NDCS identifies the levels of hearing impairment as mild, moderate, severe or profound hearing loss. On the other hand, Heward (2006) describes that; levels of hearing loss can be slight, mild, moderate, severe and profound depending on the average hearing level. In education context, a hearing impaired is a student who is not able to use hearing to understand speech. This study dealt with permanent hearing loss which is severe or profound, and therefore, the term „hearing impairment‟ in this study refers to permanent hearing loss.

In implementing the issues of inclusive education, Nigeria has considered the hearing impaired in its objective to promote access to education to this group in its Policy on Special Needs Education Nigeria (PSNEN) of 2015, therefore the government wanted to promote and facilitate access to education to disadvantaged social and cultural groups which includes children with disabilities such as the hearing impaired (PSNEN, 2015). Practically, the implementation of inclusive education for the hearing impaired in Nigeria has widened the opportunities for the hearing impaired to access education from primary to tertiary levels of education. The implementation of inclusive education for students with hearing impairment requires more sensitive attention to their physical, mental, linguistic, academic and social needs that contribute to their academic achievements.

The examination results show that, the academic performance of students with hearing impairment in inclusive education at Jos North Local Government secondary school is poor. The government’s objective on inclusive education was to improve access for the hearing impaired to participate and perform well in inclusive classes (PESEN, 2015). the trend above shows that the hearing impaired have access to secondary school education, but, they are not performing well along with other ordinary students, this trend indicates that there is unrevealed problem.

            In the light of the above discussion, this research work seeks to investigate factors influencing academic performance of students with hearing impairment in inclusive education in Jos North Local Government Area of Plateau with the aim of preferring a lasting solution.

• Statement of the Problem

Over the years researchers and stakeholders have concerned themselves with the education of the learners with hearing impairment. This concern is as a result of the outcry of the disables who are discriminated in the midst of normal learners.

Education is a right for all, and every person should have access to it, this involves children with disabilities. The learning needs of the disabled children demands special attention and various of steps needs to be taken in order to provide equal access to education to every category of disabled persons as an integral part of education system and inclusive education in particular.  Inclusive Education is very crucial to hearing impaired children, since, it exposes them to the real life where they can interact and build their social, psychological, emotional and academic life. Hence, education makes them capable of utilizing different endowments they have to sustain their lives and deal with challenges they may face in life due to their disabilities. Thus, education enables them to be self-dependent and add to the development of their societies and the nation at large. However, there are alt of factors influencing the academic performance of students with hearing impairment in inclusive education in Jos North Local Government Area, hence the purpose of this research work.

• Purpose of the Study

The main purpose of this research is to investigate factors influencing academic performance of students with hearing impairment in inclusive education in Jos North Local Government Area of Plateau State.

Other specific objectives include:

1. To examine psychological factors affecting the performance of learners with hearing impairment in an inclusive classroom.
2. To determine environmental factors that influence academic performance of learners with hearing impairment in an inclusive education.

• To determine the challenges faced by learners with hearing impairment in inclusive education
  • Research Questions

The following research questions shall serve as a guide to the researcher will be answered at the end of the research:

1. What are the psychological factors affecting the performance of learners with hearing impairment in an inclusive classroom?
2. How do environmental factors influence academic performance of learners with hearing impairment in an inclusive education?

• What are the challenges faced by learners with hearing impairment in inclusive education?
  • Significance of the Study

This study is important because it provides education stakeholders with a general understanding on the factors influencing academic performance of students with hearing impairment in inclusive education in Secondary schools in Jos North Local Government Area. The suggestions of the study will reduce or diminish the factors that influence the academic performance of students with hearing impairment in an inclusive classroom, hence creating conducive environment for hearing impaired to learn comfortably. As a result of the efforts by stakeholders will lead to students’ good national examination performance for hearing impaired in Jos North Local Government Area.

Furthermore, the results of this study might be used by other researchers as a source of knowledge and reference for literature review for those who wish to conduct a similar research in the future.

• Scope and Delimitation of the Study

The study covers factors influencing academic performance of students with hearing impairment in inclusive education in secondary schools. The study is limited to selected schools that offer inclusive education in Jos North Local Government Area of Plateau State. However, despite the fact that the study covers the selected local government, its findings can be applicable to other parts of the State and country at large.

• Operational Definition of Terms

Academic Performance: Refers to the extent to which a student is achieving educational goals.

Inclusive Education: This is the form of education whereby students with special needs and ordinary students are learning in the same classes at different levels of education.

Students with hearing impairment: Refers to students with hearing disability.

Ordinary Students: Refers to students who have no hearing disability.

Ordinary Teachers: Refers to teachers who have no special needs education.

Perception: Refers to an attitude or understanding based on what is observed or thought.

Special Needs Teachers: Refers to teachers who have been trained in special needs education.

Teaching and learning environment: Refers to the diverse physical locations, contexts and cultures in which students learn. It includes how individuals interact with and treat one another as well as the ways in which teachers may organize an educational setting to facilitate learning.

CHAPTER ONE

INTRODUCTION

• Background to the Study

Over the past two decades, the provision of education for children with special educational needs (SEN) has been a contentious issue within Nigerian education (National Council for Special Education [NCSE], 2009). Throughout the mid-nineteen-fifties a number of voluntary organisations and religious orders took the initiative to establish schools for students with such disabilities (National Council for Curriculum and Assessment, [NCCA], 1999). These schools were officially recognised as special national schools by the Department of Education and Skills. Since the 1990s there have been major developments with regard to special education. Due to the dissatisfaction among parents regarding the segregation of children with special educational needs, the Special Education Review Committee (SERC) made a number of recommendations (NCSE, 2010). These recommendations led to the inclusion of children with special educational needs within the mainstream classroom. It was suggested that SEN children integrate in the mainstream school setting where there was appropriate and experience as little segregation as possible. Today there is a strong emphasis on creating inclusive learning environments within the mainstream classroom that can cater for pupil diversity (Griffin & Shevlin, 2011).

Inclusive Education (IE) refers to the ambition and goals, that all children regardless of ability or disability, should be educated in mainstream classes in district schools, receiving education and support as required by their needs. The idea of inclusive education is important because it is defined by the United Nations (UN) as a human right in the convention on the right of persons with disabilities (UN, 2006). It also maintained that inclusive education should be adoptable to different styles of learning so that it suits all learners, in particular. According to UN, there are some 200 million children with disabilities (CWD) in the world (UNICEF, 2009).

            Inclusive education is often thought to mean the placement of students with disabilities in a general education setting. While inclusive education under the law most directly means the participation of students with disabilities in the general education curriculum, this participation involves more than mere physical presence. Inclusive education involves meaningful participation and interaction between the student with disabilities and the teacher and non-disabled peers. Inclusion also involves a climate of belonging and acceptance among all students in the classroom.

            Furthermore, Voltz, Brazil & Ford (2001), point out that another component of inclusion is shared ownership among faculty for the learning of all students, regardless of teachers’ specialization. The aim of inclusion is to increase the participation of special education students in the general education curriculum, which includes increasing the interaction of special education students with general education teachers and with students without disabilities.

            According to NDCS (2008), a hearing impaired is anyone with a permanent or temporary hearing loss. Apart from definition, NDCS identifies the levels of hearing impairment as mild, moderate, severe or profound hearing loss. On the other hand, Heward (2006) describes that; levels of hearing loss can be slight, mild, moderate, severe and profound depending on the average hearing level. In education context, a hearing impaired is a student who is not able to use hearing to understand speech. This study dealt with permanent hearing loss which is severe or profound, and therefore, the term „hearing impairment‟ in this study refers to permanent hearing loss.

In implementing the issues of inclusive education, Nigeria has considered the hearing impaired in its objective to promote access to education to this group in its Policy on Special Needs Education Nigeria (PSNEN) of 2015, therefore the government wanted to promote and facilitate access to education to disadvantaged social and cultural groups which includes children with disabilities such as the hearing impaired (PSNEN, 2015). Practically, the implementation of inclusive education for the hearing impaired in Nigeria has widened the opportunities for the hearing impaired to access education from primary to tertiary levels of education. The implementation of inclusive education for students with hearing impairment requires more sensitive attention to their physical, mental, linguistic, academic and social needs that contribute to their academic achievements.

The examination results show that, the academic performance of students with hearing impairment in inclusive education at Jos North Local Government secondary school is poor. The government’s objective on inclusive education was to improve access for the hearing impaired to participate and perform well in inclusive classes (PESEN, 2015). the trend above shows that the hearing impaired have access to secondary school education, but, they are not performing well along with other ordinary students, this trend indicates that there is unrevealed problem.

            In the light of the above discussion, this research work seeks to investigate factors influencing academic performance of students with hearing impairment in inclusive education in Jos North Local Government Area of Plateau with the aim of preferring a lasting solution.

• Statement of the Problem

Over the years researchers and stakeholders have concerned themselves with the education of the learners with hearing impairment. This concern is as a result of the outcry of the disables who are discriminated in the midst of normal learners.

Education is a right for all, and every person should have access to it, this involves children with disabilities. The learning needs of the disabled children demands special attention and various of steps needs to be taken in order to provide equal access to education to every category of disabled persons as an integral part of education system and inclusive education in particular.  Inclusive Education is very crucial to hearing impaired children, since, it exposes them to the real life where they can interact and build their social, psychological, emotional and academic life. Hence, education makes them capable of utilizing different endowments they have to sustain their lives and deal with challenges they may face in life due to their disabilities. Thus, education enables them to be self-dependent and add to the development of their societies and the nation at large. However, there are alt of factors influencing the academic performance of students with hearing impairment in inclusive education in Jos North Local Government Area, hence the purpose of this research work.

• Purpose of the Study

The main purpose of this research is to investigate factors influencing academic performance of students with hearing impairment in inclusive education in Jos North Local Government Area of Plateau State.

Other specific objectives include:

1. To examine psychological factors affecting the performance of learners with hearing impairment in an inclusive classroom.
2. To determine environmental factors that influence academic performance of learners with hearing impairment in an inclusive education.

• To determine the challenges faced by learners with hearing impairment in inclusive education
  • Research Questions

The following research questions shall serve as a guide to the researcher will be answered at the end of the research:

1. What are the psychological factors affecting the performance of learners with hearing impairment in an inclusive classroom?
2. How do environmental factors influence academic performance of learners with hearing impairment in an inclusive education?

• What are the challenges faced by learners with hearing impairment in inclusive education?
  • Significance of the Study

This study is important because it provides education stakeholders with a general understanding on the factors influencing academic performance of students with hearing impairment in inclusive education in Secondary schools in Jos North Local Government Area. The suggestions of the study will reduce or diminish the factors that influence the academic performance of students with hearing impairment in an inclusive classroom, hence creating conducive environment for hearing impaired to learn comfortably. As a result of the efforts by stakeholders will lead to students’ good national examination performance for hearing impaired in Jos North Local Government Area.

Furthermore, the results of this study might be used by other researchers as a source of knowledge and reference for literature review for those who wish to conduct a similar research in the future.

• Scope and Delimitation of the Study

The study covers factors influencing academic performance of students with hearing impairment in inclusive education in secondary schools. The study is limited to selected schools that offer inclusive education in Jos North Local Government Area of Plateau State. However, despite the fact that the study covers the selected local government, its findings can be applicable to other parts of the State and country at large.

• Operational Definition of Terms

Academic Performance: Refers to the extent to which a student is achieving educational goals.

Inclusive Education: This is the form of education whereby students with special needs and ordinary students are learning in the same classes at different levels of education.

Students with hearing impairment: Refers to students with hearing disability.

Ordinary Students: Refers to students who have no hearing disability.

Ordinary Teachers: Refers to teachers who have no special needs education.

Perception: Refers to an attitude or understanding based on what is observed or thought.

Special Needs Teachers: Refers to teachers who have been trained in special needs education.

Teaching and learning environment: Refers to the diverse physical locations, contexts and cultures in which students learn. It includes how individuals interact with and treat one another as well as the ways in which teachers may organize an educational setting to facilitate learning.