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Total Communication Techniques Applied in Teaching of Learners With Hearing Impairment and Its Influence on Transition Rate In Special Schools in Kisii County, Kenya

	International Journal of Scientific Research and Engineering Development (IJSRED)	Full Text:
	Published Issue : Volume-3 Issue-5
	Year of Publication : 2020
	Unique Identification Number : IJSRED-V3I5P77
	Authors :Margaret Kwamboka Nyaata, Dr.Omae,Nelson Siocha
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Abstract :

While free basic education has led to high enrolment of learners in Kenyan primary schools, very few with HI are able to transit to higher levels. This is may be associated with insufficient support given to the transition of learners from pre-primary to the proceeding levels of education. The purpose of the study was to investigate total communication techniques applied in teaching of learners with hearing impairment and its influence on transition rate in special schools in Kisii County, Kenya. The objective of the study was to: to establish total communication techniques applied in teaching of learners with hearing impairment and its influence on transition rate in special schools in Kisii County, Kenya. The study was guided by Skinner’s Theory of Motivation of Learning. The study used descriptive survey design. The target population comprised of all the 60 class three learners with HI, 3 head teachers and 6 teachers. Simple random sampling technique was used to select 52 class three learners with HI (Krejcie and Morgan's table for determining sample size). Purposive sampling technique was used to select 3 head teachers and 6 teachers. The instrument for data collection was Total Communication Questionnaire (TCQ), interview guides and observation schedule. Data collected were analyzed both qualitatively and quantitatively. The results were presented in form of frequency tables, charts and graphs. The findings of the study revealed that speech reading was the most commonly used mode of TC followed by lip- reading and cued speech. However, it was also noted that sign language, finger spelling and body language were consecutively preferred by learners with HI. It was further observed that 73% failed to transit while only 27% of the learners with HI were able to progress from class three to four. In light of the findings, the researchers recommend that the teachers teaching learners with HI should be given frequent workshops and seminars to keep them abreast with the current trends of the education of learners with HI. They should also attend short courses in sign language in order for them to be more proficient.