A SURVEY OF EDUCATIONAL AND COUNSELLING NEEDS OF DEAF STUDENTS IN KWARA STATE SCHOOL FOR THE HANDICAPPED, ILORIN


A SURVEY OF EDUCATIONAL AND COUNSELLING NEEDS OF DEAF STUDENTS IN KWARA STATE SCHOOL FOR THE HANDICAPPED, ILORIN  

ABSTRACT 

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

ABSTRACTv

TABLE OF CONTENTS vi

LIST OF TABLES ix

CHAPTER ONE: INTRODUCTION 

Background of the Study 1 

Statement of the problems 4

Purpose of the Study 5

General Questions 6

Research Questions 6

Research Hypothesis 7

Significance of the study 8

Delimitation of the study 9

Operational definitions of terms 10

CHAPTER TWO: REVIEW OF THE RELATED 

  LITERATURE 

Introduction 11

Definition of hearing impairment (Deaf) 11

Signs and types of Hearing impairment 13

Types of Impairment 14

Causes of deafness17

Problems Associated with deafness 19

Prevention of Hearing Impairment 22 

Management of hearing impairment 23

Appraisal of the Literature reviewed 27

CHAPTER THREE: RESEARCH METHODOLOGY

Research Design 29

Population of the Study 29

Sample and Sampling techniques 30

Instrument of the Study 31 

Validation of the Instrument 32 

Reliability of the Instrument 33

Procedure for Data Collection 34

Method of Data Analysis 34

CHAPTER FOUR: RESULTS AND DISCUSSION 

Presentation of Results 35

Hypotheses Testing 35

Discussion of the Results 39

CHAPTER FIVE: SUMMARY, CONCLUSION AND 

  RECOMMENDATIONS

 Summary 44

Conclusion 45

Implication of the study 46

Recommendations 47

Limitations of the Study 48

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 

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. 

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. 

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: - 

(1) There is any difference in the counselling needs of male and female deaf students in the school for the handicap. 

(2) There is any difference in the counselling needs of young and old deaf students in the school for the handicap. 

(3) There is any difference in the counselling needs of Christian and Muslim deaf students in the school for the handicap. 

(4) There is any differences in the counselling needs of deaf students from literate and illiterate homes in the school for the handicap. 

General Questions

What are the educational and counselling needs of deaf students in Kwara State School for the Handicapped?

Research Questions

The following questions were raised to the guide the study: - 

1. What are the counselling needs of deaf in the Kwara State School for the handicap? 

2. Is there any differences in the counselling needs of male and female deaf students in the school for the handicap? 

3. Is there any differences in the counselling needs of young and old deaf students in the school the school for the handicap? 

4. Is there any difference in the counselling needs of Christians and Muslim dead students in the school for the handicap? 

5. Is there any differences in the counselling needs of deaf students from literate and illiterate homes in the school for the handicap? 

Research Hypotheses

The following hypotheses will be tested in the study: - 

(1) There is no significant difference in the counselling needs of male and female deaf students in the school for the handicap. 

(2) There is no significant differences in the counselling needs of young and old deaf students in the school for the handicap.  

(3) There is no significant difference in the counselling needs of Christian and Muslim deaf students in the school for the handicap. 

(4) There is no significant difference in the counselling needs of deaf students from litrates and illiterate homes in the school for the handicap. 

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. 

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. 

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. 

.

A SURVEY OF EDUCATIONAL AND COUNSELLING NEEDS OF DEAF STUDENTS IN KWARA STATE SCHOOL FOR THE HANDICAPPED, ILORIN



TYPE IN YOUR TOPIC AND CLICK SEARCH.






RESEARCHWAP.NET
Researchwap.net is an online repository for free project topics and research materials, articles and custom writing of research works. We’re an online resource centre that provides a vast database for students to access numerous research project topics and materials. Researchwap.net guides and assist Postgraduate, Undergraduate and Final Year Students with well researched and quality project topics, topic ideas, research guides and project materials. We’re reliable and trustworthy, and we really understand what is called “time factor”, that is why we’ve simplified the process so that students can get their research projects ready on time. Our platform provides more educational services, such as hiring a writer, research analysis, and software for computer science research and we also seriously adhere to a timely delivery.

TESTIMONIES FROM OUR CLIENTS


Please feel free to carefully review some written and captured responses from our satisfied clients.

  • "Exceptionally outstanding. Highly recommend for all who wish to have effective and excellent project defence. Easily Accessable, Affordable, Effective and effective."

    Debby Henry George, Massachusetts Institute of Technology (MIT), Cambridge, USA.
  • "I saw this website on facebook page and I did not even bother since I was in a hurry to complete my project. But I am totally amazed that when I visited the website and saw the topic I was looking for and I decided to give a try and now I have received it within an hour after ordering the material. Am grateful guys!"

    Hilary Yusuf, United States International University Africa, Nairobi, Kenya.
  • "Researchwap.net is a website I recommend to all student and researchers within and outside the country. The web owners are doing great job and I appreciate them for that. Once again, thank you very much "researchwap.net" and God bless you and your business! ."

    Debby Henry George, Massachusetts Institute of Technology (MIT), Cambridge, USA.
  • "Great User Experience, Nice flows and Superb functionalities.The app is indeed a great tech innovation for greasing the wheels of final year, research and other pedagogical related project works. A trial would definitely convince you."

    Lamilare Valentine, Kwame Nkrumah University, Kumasi, Ghana.
  • "I love what you guys are doing, your material guided me well through my research. Thank you for helping me achieve academic success."

    Sampson, University of Nigeria, Nsukka.
  • "researchwap.com is God-sent! I got good grades in my seminar and project with the help of your service, thank you soooooo much."

    Cynthia, Akwa Ibom State University .
  • "Sorry, it was in my spam folder all along, I should have looked it up properly first. Please keep up the good work, your team is quite commited. Am grateful...I will certainly refer my friends too."

    Elizabeth, Obafemi Awolowo University
  • "Am happy the defense went well, thanks to your articles. I may not be able to express how grateful I am for all your assistance, but on my honour, I owe you guys a good number of referrals. Thank you once again."

    Ali Olanrewaju, Lagos State University.
  • "My Dear Researchwap, initially I never believed one can actually do honest business transactions with Nigerians online until i stumbled into your website. You have broken a new legacy of record as far as am concerned. Keep up the good work!"

    Willie Ekereobong, University of Port Harcourt.
  • "WOW, SO IT'S TRUE??!! I can't believe I got this quality work for just 3k...I thought it was scam ooo. I wouldn't mind if it goes for over 5k, its worth it. Thank you!"

    Theressa, Igbinedion University.
  • "I did not see my project topic on your website so I decided to call your customer care number, the attention I got was epic! I got help from the beginning to the end of my project in just 3 days, they even taught me how to defend my project and I got a 'B' at the end. Thank you so much researchwap.com, infact, I owe my graduating well today to you guys...."

    Joseph, Abia state Polytechnic.
  • "My friend told me about ResearchWap website, I doubted her until I saw her receive her full project in less than 15 miniutes, I tried mine too and got it same, right now, am telling everyone in my school about researchwap.com, no one has to suffer any more writing their project. Thank you for making life easy for me and my fellow students... Keep up the good work"

    Christiana, Landmark University .
  • "I wish I knew you guys when I wrote my first degree project, it took so much time and effort then. Now, with just a click of a button, I got my complete project in less than 15 minutes. You guys are too amazing!."

    Musa, Federal University of Technology Minna
  • "I was scared at first when I saw your website but I decided to risk my last 3k and surprisingly I got my complete project in my email box instantly. This is so nice!!!."

    Ali Obafemi, Ibrahim Badamasi Babangida University, Niger State.
  • To contribute to our success story, send us a feedback or please kindly call 2348037664978.
    Then your comment and contact will be published here also with your consent.

    Thank you for choosing researchwap.com.