Teachers Perception on Verbal Speech Development of Hard of Hearing Learners in Kakamega County, Kenya

Abstract

The research was intended to find out to what extent Kenyan Sign Language can be moderated to enhance the use of residual hearing to promote verbal speech to learners who are hard-of-hearing. The study aimed to explore the effects of KSL on verbal speech development of hard of hearing learners in a School for improved academic performance in Kakamega County, Kenya. A case study research design was utilized for the research study. A standardized questionnaire and interview schedule were utilized to gather data. Pilot study was carried out at St. Antony School for the Deaf in Webuye, Bungoma County. Headteachers, deputy headteachers, and teachers of learners with HI were chosen based on random selection, as well as learners with HI were chosen from Kakamega County. The sample size consisted of one headteacher from the research school, one deputy headteacher, five class teachers from each of the five selected schools, and five learners with HI from each of the five classes, bringing to a total of 25 learners with HI. A total of 32 participants were sampled for the study. Both quantitative and qualitative methods were utilized in the research. Quantitative data collected was coded, analysed and presented through descriptive statistical techniques. The Statistical Package for Social Science (SPSS), version 26, was utilized in the research's quantitative methodology. Narrative approach and thematic approach were employed qualitatively. The results were displayed in form of percentages, frequency tables and charts. The outcomes revealed that teachers generally have a positive and fair perception regarding the verbal speech development of hard of hearing learners. The research concluded that teachers implement various instructional techniques utilized by teachers to improve the academic performance of learners with hard hearing. The research concluded that teachers encountered obstacles and difficulties that limit their efforts to enhance the academic performance of learners with hard of hearing. The Ministry of Education should develop and enforce policies that integrate KSL into the national curriculum, ensuring that all schools are equipped to teach and support hard-of-hearing learners. Teacher training programs should be revised to include comprehensive modules on KSL, instructional techniques, and the use of specialized resources. The Ministry of Education should also conduct regular assessments to identify gaps and provide targeted interventions.