A SURVEY OF EDUCATIONAL AND COUNSELLING NEEDS OF DEAF STUDENTS IN KWARA STATE SCHOOL FOR THE HANDICAPPED, ILORIN
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TITLE PAGE
A SURVEY OF EDUCATIONAL AND COUNSELLING NEEDS OF DEAF STUDENTS IN KWARA STATE SCHOOL FOR
THE HANDICAPPED, ILORIN
BY
---
EE/H2013/01430
DEPARTMENT OF ----A SURVEY OF EDUCATIONAL AND COUNSELLING NEEDS OF DEAF STUDENTS IN KWARA STATE SCHOOL FOR
THE HANDICAPPED, ILORIN
SCHOOL OF ---
INSTITUTE OF ---
DECEMBER,2018
APPROVAL PAGE
This is to certify that the research work, "a survey of educational and counselling needs of deaf students in kwara state school for the handicapped, ilorin" by ---, Reg. No. EE/H2007/01430 submitted in partial fulfillment of the requirement award of a Higher National Diploma on --- has been approved.
By
--- . ---
Supervisor Head of Department.
Signature………………. Signature……………….
……………………………….
---
External Invigilator
DEDICATION
This project is dedicated to Almighty God for his protection, kindness, strength over my life throughout the period and also to my --- for his financial support and moral care towards me.Also to my mentor --- for her academic advice she often gives to me. May Almighty God shield them from the peril of this world and bless their entire endeavour Amen.
ACKNOWLEDGEMENT
The successful completion of this project work could not have been a reality without the encouragement of my --- and other people. My immensely appreciation goes to my humble and able supervisor mr. --- for his kindness in supervising this project.
My warmest gratitude goes to my parents for their moral, spiritual and financial support throughout my study in this institution.
My appreciation goes to some of my lecturers among whom are Mr. ---, and Dr. ---. I also recognize the support of some of the staff of --- among whom are: The General Manager, Deputy General manager, the internal Auditor Mr. --- and the ---. Finally, my appreciation goes to my elder sister ---, my lovely friends mercy ---, ---, --- and many others who were quite helpful.
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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
TITLE PAGE i
CERTIFICATION ii
DEDICATION iii
ACKNOWLEDGEMENTS iv
ABSTRACT v
TABLE OF CONTENTS vi
LIST OF TABLES ix
CHAPTER ONE: INTRODUCTION
1.0 Background of the Study 1
1.1 Statement of the problems 4
1.2 Purpose of the Study 5
1.3 General Questions 6
1.4 Research Questions 6
1.5 Research Hypothesis 7
1.6 Significance of the study 8
1.7 Delimitation of the study 9
1.8 Operational definitions of terms 10
CHAPTER TWO: REVIEW OF THE RELATED
LITERATURE
2.0 Introduction 11
2.1 Definition of hearing impairment (Deaf) 11
2.2 Signs and types of Hearing impairment 13
2.3 Types of Impairment 14
2.4 Causes of deafness 17
2.5 Problems Associated with deafness 19
2.6 Prevention of Hearing Impairment 22
2.7 Management of hearing impairment 23
2.8 Appraisal of the Literature reviewed 27
CHAPTER THREE: RESEARCH METHODOLOGY
3.0 Research Design 29
3.1 Population of the Study 29
3.2 Sample and Sampling techniques 30
3.3 Instrument of the Study 31
3.4 Validation of the Instrument 32
3.5 Reliability of the Instrument 33
3.6 Procedure for Data Collection 34
3.7 Method of Data Analysis 34
CHAPTER FOUR: RESULTS AND DISCUSSION
4.0 Presentation of Results 35
4.1 Hypotheses Testing 35
4.2 Discussion of the Results 39
CHAPTER FIVE: SUMMARY, CONCLUSION AND
RECOMMENDATIONS
5.0 Summary 44
5.1 Conclusion 45
5.2 Implication of the study 46
5.3 Recommendations 47
5.4 Limitations of the Study 48
5.5 Suggestions for further Studies 49
References 50
Appendix 52
LIST OF TABLES
Table 1: Analysis of the relationship between the
learning problems of male and female deaf
students 36
Table 2: Analysis of the difference in the learning
capabilities of deaf students who come from
literate homes and those from illiterate
homes 37
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 38
Table 4: Analysis of the learning problems of Christian
deaf students and Muslim deaf students 39
CHAPTER ONE
INTRODUCTION
1.0 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.
1.1 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.
1.2 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: -
- There is any difference in the counselling needs of male and female deaf students in the school for the handicap.
- There is any difference in the counselling needs of young and old deaf students in the school for the handicap.
- There is any difference in the counselling needs of Christian and Muslim deaf students in the school for the handicap.
- There is any differences in the counselling needs of deaf students from literate and illiterate homes in the school for the handicap.
1.3 General Questions
What are the educational and counselling needs of deaf students in Kwara State School for the Handicapped?
1.4 Research Questions
The following questions were raised to the guide the study: -
- What are the counselling needs of deaf in the Kwara State School for the handicap?
- Is there any differences in the counselling needs of male and female deaf students in the school for the handicap?
- Is there any differences in the counselling needs of young and old deaf students in the school the school for the handicap?
- Is there any difference in the counselling needs of Christians and Muslim dead students in the school for the handicap?
- Is there any differences in the counselling needs of deaf students from literate and illiterate homes in the school for the handicap?
1.5 Research Hypotheses
The following hypotheses will be tested in the study: -
- There is no significant difference in the counselling needs of male and female deaf students in the school for the handicap.
- There is no significant differences in the counselling needs of young and old deaf students in the school for the handicap.
- There is no significant difference in the counselling needs of Christian and Muslim deaf students in the school for the handicap.
- There is no significant difference in the counselling needs of deaf students from litrates and illiterate homes in the school for the handicap.
1.6 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.
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.
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.
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.
The study could also serve as education document in the area and help future researcher as resource materials.
1.7 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.
1.8 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.
1.9 PROJECT ORGANISATION
The article is divided into five sections including this introduction. Section 2 is on the literature review and method of data collection are in Section 3. Results of findings are discussed in Section 4. The way forward is and conclusion in Section 5.
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