WELCOME TO KENTERPRO:
SPECIAL EDUCATION SERVICE DELIVERY ON THE ACADEMIC PERFORMANCE OF HEARING IMPAIRED STUDENTS IN BASSA SCHOOL FOR THE DEAF, JOS

 CHAPTER ONE

INTRODUCTION

1.1          Background to the Study

               Special education service delivery is a specially design instruction that meets the unique needs of students with disabi1iy such as hearing impairment, mentally retarded, learning disabled, visually impaired and so on and so forth. Bollen, and Brand (2010) describe special education service delivery as any form of education specially designed for exceptional students. These are students who are not able to respond   to and benefit from programmes in regular school and must be given special consideration and assistance. Andzayi (2002) see special education service as those additional services over and above the regular school programme that are provided for exceptional children to assist in the development of their potentialities and or amelioration of their disabilities.

               In the same vein, Okyere and Adams (2003) reported Dempsey, and Valentine (2017) as saying that special education service delivery is designed to respond to the unique characteristics of children who have needs that cannot be met by the regular school instructional programming and practice. According to them, special education service deliver is individually planned systematically and carefully evaluated instruction to help exceptional learners achieve the greatest possible personal self-sufficiency and success in present and future environments. Eniola (2007) on the other hand regards special education service delivery as those additional services over and above the regular programme that are provided for exceptional children to assist in the development of their potentialities and or the amelioration of their disabilities.

               According to Kassim (2009) Special education service delivery is the educational programs and practices designed for students- who are handicapped or gifted, with mental, physical or emotional disabilities and hence require special teaching approaches, equipment or care within or outside a regular classroom. In addition to their school system, special education classes for these children are a necessity. Such kind of special education should give priority, to the enjoyment of education by special children. Like other chi1drcn special children, too have the right to receive proper education that helps them to grow and enjoy without fearing it. According to Adeneji. (2017). Disabilities may be mental, physical, emotional and developmental. So within its range special needs, includes a number of impairments, Some of which are: Autism Spectrum Disorder, Speech and Language Impairment, Multiple Disabilities, Traumatic Brain injury, Visual Impairment (including blindness), Hearing Impairment, Developmental Delay, Emotional Disturbance, Specific Learning Disability, Orthopedic Impairment, Other Health Impairments, Developmental delay and Intellectual Disability.

               Hearing impairment is one of the handicapping conditions, which many educators regards as a living problem because of their inability to hear and to talk due to the damage of their eardrum and cochlear. Such children are usually capable of learning with the aid of modified facilities. They are either partially or totally deaf as a result of many factors, including genetic, aging, exposure to noise, illness, chemicals and physical trauma. Their degree of hearing impairment ranges from mild to profound. This also affects their development of language which makes them to have problem with interaction and some basic skills in life.               Special education service delivery have been involved for meeting the need of hearing impaired students in a manner that enable them all to reach their fullest potential. Attempting to process information and maintain pace with the rest of the class can be challenging. As teachers and peers move on to new ideas and skills, students with hearing impairment often find themselves in a state of panic, mainly when new lessons are designed to build upon previously presented information. When students with hearing impairment have access to special education service delivery, they’ll have ample opportunity to revisit challenging subject matter, use new strategies for accurately conceptualizing and comprehending these topics and prepare for the advance into related and more complex materials. The performance of special education service delivery has not been all impressive in Plateau State especially in the Special Center in Pankshin Local Government Area. This processes of assessment and identification of students with hearing impairment leaves much to be desired, rehabilitation services are poorly run and rarely available and the dearth of special education professionals, equipment and other instructional materials indicate poor special education service delivery . The entire education sector. Special education in Pankshin Local Government Area is being grossly underfund especially by governments. It is pathetic to note that special needs education which is costlier to fund when compared to regular education receives far less and has for specific funding formula and source and often is attended to when there is an overflow of resources from the budgets of regular education. Thus in order not to let students with hearing impairment not to waste away, the programmes in special education service needs to be effectively administered. It is on this note that the researcher seeks to investigate on the study of Special Education Service Delivery on the Academic performance of students with hearing impairment in Bassa School for the Deaf, Jos.

1.2          Statement of the Problem               Children, with hearing impairment in Nigeria and specifically in Bassa School for the Deaf, Jos are often neglected and looked down upon by the society. They often receive negative feedback from schools and hence refuse to develop positive cognitions to the outside world. These children are large minority groups, starved of services and mostly ignored by society, live in isolation, segregation, poverty, charity and even pity. Due to discrimination they do not go to public places and not free to get those rights which a non-disabled person gets. They are deprived of education and employment. This is very wrong. As humans, it is but their basic right to an equal opportunity of receiving education. These issues of persons with hearing impairment in any community or society call for special attention. Special education service delivery, no doubt, provides the best platform to attend to the needs of these persons. The goal of special education service delivery is to equalize for its clients available opportunities in the society. It operates on the philosophy of ‘catch them young’, that is why it starts as soon as a child is detected to have special needs and it pursues this mandate through the early intervention programme. Many people do not understand students with hearing impairment or appreciate them; sometimes they are stereotyped al1 against, the able-bodied members of the family and community ordinarily consider themselves more privileged and superior to persons ‘with disabilities. Therefore the researcher seeks to investigate on Special Education Service Delivery on the Academic performance of students with hearing impairment in Bassa School for the Deaf, Jos.

1.3          Purpose of the Study               The purpose of the study is to investigate on Special Education Service Delivery on the Academic performance of students with hearing impairment in Bassa School for the Deaf, Jos. The study is guided by the following main objectives:1.      Barriers facing the academic performance of students with hearing impairment in Bassa School for the Deaf, Jos2.      Relevance of special education service delivery on the academic performance of hearing impaired students in Bassa School for the Deaf, Jos.3.      Challenges of efficient special education service delivery in Bassa School for the Deaf, Jos.

1.4          Research Questions1.      What are the barriers facing the academic performance of students with hearing impairment in Bassa School for the Deaf, Jos?2.      What are the relevance of special education service delivery on the academic performance of hearing impaired students in Bassa School for the Deaf, Jos?3.      What are the challenges at efficient special education service delivery in Bassa School for the Deaf Jos?

1.5          Research HypothesesHa: There is a significant relationship between the service delivery of special education and the academic performance of students with hearing impairmentHo: There is no significant relationship between the service delivery of’ special education and the academic performance of students with hearing impairment 1.6          Significance of the Study               At the completion of this research work, it is of great importance to note that various schools that accommodate students with hearing impairment and Nigeria in general will find the result of this research work to be beneficial to great and marvelous extent, as this research work would play an essential role in the task of educational standard, growth and development in special schools.               The results from this research work will provide an ample opportunity for parents, siblings and family members to be aware of what role they must play in other to help their children with hearing impairment to acquire knowledgeable information and benefit fully from the service delivery of special education.                       The result of this study will be valuable to teachers of students with hearing impairment since the results will highlight the challenges facing the effective special education service delivery on the academic performance of students with hearing impairment and by so doing, the teachers of students with hearing impairment will be in a better position to adopt a new approach that will impact positively on the learning of students with hearing impairment.               The research work will also provide an ample opportunity for the researcher and other readers to obtain a first hand and high degree of the service delivery prevalent on special education and how it can be utilized for maximize the potentials of students with hearing impairment.               The result of the study will also be a useful guide to the curriculum planners. The findings of the study will assist determine the need to emphasize on ensuring the realization of goals of special service delivery in special education School and also enable stakeholders provide resources to train people in special education.1.7          Scope of the Study               This study is designed to embrace the totality of Special Education Service Delivery on the Academic performance of hearing impaired students in Bassa School for the Deaf Jos. The study is limited to Special School in Bassa Local Government Area. The analysis of the influence of Special education service delivery on the academic performance of students with hearing impairment will be limited to Special Education center within the environs in Bassa Local Government Area.

1.8 Operational Definition of TermsAcademic performance: Academic performance refers to the level at which students with hearing impairment has managed to reach their educational goals.

Special teachers: A special teacher is someone who works with children of different ages who have a range of learning or cognitive disabilities, or emotional or physical problems.

Disability: Disability is a physical or mental condition that limits a person’s movements, senses, or activities.

Special education center: A special school is a school catering for students who have special educational needs due to learning difficulties, physical disabilities or behavioral problems.Special education: special education is a form of learning provided to students with exceptional needs, such as students with learning disabilities or mental challenges.

Special education service delivery: Special education service delivery is the additional services over and above the regular School programme that arc provided for students with hearing impairment.