Educational resources used in teaching learners with hearing impairment in mumias primary school for the deaf, Kakamega County, Kenya
Makokha Catherine Namalwa
Kiswahili is rated among major languages of the world today. It is broadcast widely in the media and taught by many Universities. The language has continued to receive appraisal both locally and globally. This paper examines the educational resources used in teaching and learning Kiswahili among the hearing impaired learners. The study was carried out at the Mumias School for the Deaf in Kakamega County, Kenya. The school was purposively selected because all the pupils in the school had hearing impairment. A sample size of six teachers and thirty-two pupils was involved in the study. The study was guided by the behaviourist theory of language acquisition which emphasizes language learning through Stimulus-Response-Reward (S-R-R) chains. It employed qualitative approach as a major research methodology and was carried out in the form of a case study. Quantitative analysis was used to compare KCPE results between Kiswahili and other subjects in the school. The instruments used for data collection were: non-participant observation guide, three interview guides for the head teacher, Kiswahili teachers and learners with HI, document analysis and data sheets. Raw data collected was categorized into themes and data presentation was done using frequency distribution tables, pie charts, histograms line graph and descriptive passages. Interpretation of the study findings was done in the light of the tenets of the study guiding theory of Stimulus-Response-Rewards (S-R-R). It was observed that the school had adequate visual aids for Kiswahili such as charts, flash cards, posters, drawings, pictures, object labels and others on display. Nonetheless, these visuals were hardly used during the lessons. In addition, it was observed that there were very few assistive technologies available at the school. At the time the research was conducted, there were only two cassette players that were used by teachers to carry out speech training, no group hearing aids were available, and the few individual hearing aids available were not fully utilized. It was recommended that teachers need to fully utilize the resources available in order to enhance pupils’ learning capabilities as well as improve their expressive skills. These are imperative in comprehension and communication using Kiswahili language.