School based factors affecting learning of Kenyan sign language in primary schools for hearing impaired in Embu and Isiolo counties, Kenya ; Factores con bases la escuela que afectan el aprendizaje de la lengua de signos en las escuelas primarias de Kenia para los sordos y los distritos de Isiolo Embu, Kenia

Abstract

ABSTRACT. This was a descriptive survey study design which sought to establish the school based factors that affect the learning of Kenyan Sign Language in primary schools for learners with hearing impairment in Embu and Isiolo counties in Kenya. The target population was all teachers teaching in primary schools for learners with hearing impairment in the two counties. From the selected schools, the study purposively and randomly sampled 2 head teachers and 8 teachers respectively. Interview guides were used to obtain data from the head teachers, questionnaires from teachers while observation schedules were used to obtain data on the general nature of the school environment. Quantitative data collected were analyzed using descriptive statistics and tabulated in frequency tables, bar charts and pie charts while qualitative data were analyzed and presented in narrative form. The study findings revealed that all the sampled respondents had training in special needs education but only 25% had training in KSL as a subject. Basing on the findings the researcher recommends that the TSC should post only teachers trained in KSL to teach KSL among learners with HI and that the universities should introduce KSL as a teaching subject alongside other subjects like Mathematics, English and Kiswahili. ; This was a descriptive survey study design which sought to establish the school based factors that affect the learning of Kenyan Sign Language in primary schools for learners with hearing impairment in Embu and Isiolo counties in Kenya. The target population was all teachers teaching in primary schools for learners with hearing impairment in the two counties. From the selected schools, the study purposively and randomly sampled 2 head teachers and 8 teachers. Interview guides were used to obtain data from the head teachers, questionnaires from teachers while observation schedules were used to obtain data on the general nature of the school environment. Quantitative data collected were analyzed using descriptive statistics and tabulated in frequency tables, bar charts and pie charts while qualitative data were analyzed and presented in narrative form. The study findings revealed that; school infrastructure had a direct impact to the academic achievement of learners, teachers made use of curriculum instructional materials such as KSL dictionaries, charts and KSL texts books to teach KSL although the researcher's observation indicated inadequacy of these resources, all the sampled respondents had training in special needs education but only 25% had training in KSL as a subject and finally the findings also revealed that the school management had a bearing effect on the learning of KSL among learners with HI. Basing on the findings the researcher recommends that the government through the MoE should increase the funding of these schools in order for them to have the adequate resources required, to put up and maintain good quality and adequate infrastructure, teachers teaching KSL should move further and make use of audio visual curriculum materials such as TVs and computers instead of only relying on the KSL dictionaries, charts and books. On the academic training of the KSL teachers, the TSC should post teachers trained in KSL to teach KSL among learners with HI and the universities should also introduce KSL as a teaching subject alongside other subjects like Mathematics, English, Kiswahili and the like. The researcher further recommends for the training of all stakeholders in education management since training the heads alone is not sufficient because school management is a team effort. ; RESUMEN. Este estudio se caracteriza como una investigación descriptiva que tuvo como objetivo señalar los factores escolares que influyen en el aprendizaje de lengua de signos en las escuelas primarias de Kenia para los alumnos con discapacidad auditiva en los municipios de Embu e Isiolo, Kenia. La población objetivo era que todos los maestros que enseñan en las escuelas primarias para los alumnos con discapacidad auditiva en ambas ciudades. Para la selección de las escuelas, el estudio seleccionado al azar 2 directores y ocho profesores asistentes, respectivamente. Las entrevistas se utilizan para obtener datos de los grandes maestros, cuestionarios para los asistentes de enseñanza, y también se utilizó para observar, con el fin de obtener datos sobre la naturaleza general del entorno escolar, locus de esta investigación. Los datos cuantitativos obtenidos fueron analizados utilizando estadística descriptiva y se tabulan en tablas de frecuencias, gráficos de barras y gráficos circulares mientras que los datos cualitativos fueron analizados y presentados en forma narrativa. Los resultados del estudio revelaron que todos los encuestados de la muestra fueron capacitados en educación especial, pero sólo el 25% tienen formación en KSL como sujeto. Con base en los hallazgos de la investigación, se recomienda que el TSC debe publicar sólo los profesores con formación en KSL para enseñar KSL a los estudiantes con entre HI y que las universidades deben presentar KSL como una disciplina de enseñanza junto a otras disciplinas como las matemáticas, Inglés y kiswahili. ; ABSTRACT. This was a descriptive survey study design which sought to establish the school based factors that affect the learning of Kenyan Sign Language in primary schools for learners with hearing impairment in Embu and Isiolo counties in Kenya. The target population was all teachers teaching in primary schools for learners with hearing impairment in the two counties. From the selected schools, the study purposively and randomly sampled 2 head teachers and 8 teachers respectively. Interview guides were used to obtain data from the head teachers, questionnaires from teachers while observation schedules were used to obtain data on the general nature of the school environment. Quantitative data collected were analyzed using descriptive statistics and tabulated in frequency tables, bar charts and pie charts while qualitative data were analyzed and presented in narrative form. The study findings revealed that all the sampled respondents had training in special needs education but only 25% had training in KSL as a subject. Basing on the findings the researcher recommends that the TSC should post only teachers trained in KSL to teach KSL among learners with HI and that the universities should introduce KSL as a teaching subject alongside other subjects like Mathematics, English and Kiswahili. ; Fatores escolares que afetam a aprendizagem da língua de sinais de quenianos nas escolas primárias para deficientes auditivos em Embu e municípios de Isiolo, Quênia Este estudo se caracteriza como uma pesquisa descritiva que pretendeu apontar os fatores escolares que afetam a aprendizagem de Língua de Sinais Queniana nas escolas primárias para os alunos com deficiência auditiva nos municípios de Embu e Isiolo, no Quênia. A população-alvo foi todos os professores que ensinam nas escolas primárias para os alunos com deficiência auditiva nos dois municípios. Para a seleção das escolas, de forma aleatória o estudo selecionou 2 professores principais e 8 professores assistentes, respectivamente. Foram utilizadas entrevistas para obter dados dos professores principais, questionários para os professores assistentes, e também foi utilizada a observação, com o objetivo de obter dados sobre a natureza geral do ambiente escolar, lócus desta pesquisa. Os dados quantitativos coletados foram analisados por meio de estatísticas descritivas e tabulados em tabelas de frequência, gráficos de barras e gráficos de pizza enquanto os dados qualitativos foram analisados e apresentados em forma de narrativa. Os resultados do estudo revelaram que todos os entrevistados da amostra tiveram formação em educação especial, mas apenas 25% tinham formação em KSL como sujeito. Baseando-se nas conclusões do pesquisador, recomendamos que a TSC deve postar apenas os professores com formação em KSL para ensinar KSL entre os alunos com HI e que as universidades devem apresentar KSL como uma disciplina de ensino ao lado de outras disciplinas como Matemática, Inglês e Kiswahili. Palavras-chave: Escola, Aprendizagem, Linguagem em Escolas Primárias. School based factors affecting learning of Kenyan sign language in primary schools for hearing impaired in Embu and Isiolo counties, Kenya ABSTRACT. This was a descriptive survey study design which sought to establish the school based factors that affect the learning of Kenyan Sign Language in primary schools for learners with hearing impairment in Embu and Isiolo counties in Kenya. The target population was all teachers teaching in primary schools for learners with hearing impairment in the two counties. From the selected schools, the study purposively and randomly sampled 2 head teachers and 8 teachers respectively. Interview guides were used to obtain data from the head teachers, questionnaires from teachers while observation schedules were used to obtain data on the general nature of the school environment. Quantitative data collected were analyzed using descriptive statistics and tabulated in frequency tables, bar charts and pie charts while qualitative data were analyzed and presented in narrative form. The study findings revealed that all the sampled respondents had training in special needs education but only 25% had training in KSL as a subject. Basing on the findings the researcher recommends that the TSC should post only teachers trained in KSL to teach KSL among learners with HI and that the universities should introduce KSL as a teaching subject alongside other subjects like Mathematics, English and Kiswahili. Keywords: School, Learning, Language in Primary Schools. Factores con bases la escuela que afectan el aprendizaje de la lengua de signos en las escuelas primarias de Kenia para los sordos y los distritos de Isiolo Embu, Kenia RESUMEN. Este estudio se caracteriza como una investigación descriptiva que tuvo como objetivo señalar los factores escolares que influyen en el aprendizaje de lengua de signos en las escuelas primarias de Kenia para los alumnos con discapacidad auditiva en los municipios de Embu e Isiolo, Kenia. La población objetivo era que todos los maestros que enseñan en las escuelas primarias para los alumnos con discapacidad auditiva en ambas ciudades. Para la selección de las escuelas, el estudio seleccionado al azar 2 directores y ocho profesores asistentes, respectivamente. Las entrevistas se utilizan para obtener datos de los grandes maestros, cuestionarios para los asistentes de enseñanza, y también se utilizó para observar, con el fin de obtener datos sobre la naturaleza general del entorno escolar, locus de esta investigación. Los datos cuantitativos obtenidos fueron analizados utilizando estadística descriptiva y se tabulan en tablas de frecuencias, gráficos de barras y gráficos circulares mientras que los datos cualitativos fueron analizados y presentados en forma narrativa. Los resultados del estudio revelaron que todos los encuestados de la muestra fueron capacitados en educación especial, pero sólo el 25% tienen formación en KSL como sujeto. Con base en los hallazgos de la investigación, se recomienda que el TSC debe publicar sólo los profesores con formación en KSL para enseñar KSL a los estudiantes con entre HI y que las universidades deben presentar KSL como una disciplina de enseñanza junto a otras disciplinas como las matemáticas, Inglés y kiswahili. Palabras Clave: Escuela, Aprendizaje, Lenguaje en Escuelas Primarias.