Download complete project materials on Survey Of Educational And Counselling Needs Of Deaf Students In Nigeria from chapter one to five with references
ABSTRACT
PASS 2024 UTME WITHOUT STRESS:- 👉 DOWNLOAD and PRACTICE with 2023 UTME CBT APP 📱👈
CLICK to DOWNLOAD NOW.:- 👉 PASS Your POST UTME by Downloading Your School's Post UTME Past Questions and Answers 📱👈
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
CERTIFICATION
DEDICATION
ACKNOWLEDGEMENTS
ABSTRACT
TABLE OF CONTENTS
LIST OF TABLES
CHAPTER ONE:
INTRODUCTION
Background of the Study
Statement of the problems
Purpose of the Study
General Questions
Research Questions
Research Hypothesis
Significance of the study
Delimitation of the study
Operational definitions of terms
CHAPTER TWO:
REVIEW OF THE RELATED
LITERATURE
Introduction
Definition of hearing impairment (Deaf)
Signs and types of Hearing impairment
Types of Impairment
Causes of deafness
Problems Associated with deafness
Prevention of Hearing Impairment
Management of hearing impairment
Appraisal of the Literature reviewed
CHAPTER THREE:
RESEARCH METHODOLOGY
Research Design
Population of the Study
Sample and Sampling techniques
Instrument of the Study
Validation of the Instrument
Reliability of the Instrument
Procedure for Data Collection
Method of Data Analysis
CHAPTER FOUR:
RESULTS AND DISCUSSION
Presentation of Results
Hypotheses Testing
Discussion of the Results
CHAPTER FIVE:
SUMMARY, CONCLUSION AND RECOMMENDATIONS
Summary
Conclusion
Implication of the study
Recommendations
Limitations of the Study
Suggestions for further Studies
References
Appendix
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.
CLICK HERE TO DOWNLOAD THE COMPLETE MATERIAL (CHAPTER 1 -5)
>GUARANTTEE|:| Score 280 Above in 2024 UTME👉 DOWNLOAD FREE JAMB CBT APP HERE:.: GURRANTTEE Score 280 Above in 2022 UTME👉 DOWNLOAD FREE JAMB CBT APP HERE 📱👈WISH TO STUDY & LIVE in UK?:- STUDY, WORK AND LIVE IN the UK Application Form NOW OUT. Call 08030447894
