CHAPTER ONE

BACKGROUND TO THE STUDY

Introduction

In chapter one of this study we shall briefly look at the background of the study-conceptually, contextually and theoretically. We shall also examine the statement of the problem, the objectives of the study, research questions and hypothesis, the significance of the study to the government, administrators and teachers and the stake holders. The scope of the study will also be examined and the chapter will end with an operational definition of terms used in the study.

Background to the Study

The background of the study is examined under 3 different captions namely; conceptual background, theoretical as well as empirical background.

Conceptual Background     

As derived  from the topic: Assistive devices and effects on the learning outcomes of students with hearing loss in inclusive settings, the main concepts in this study are Assistive devices, effects, learning outcomes, students, hearing loss and inclusive settings these concepts can be grouped under Independent variable which in this case is Assistive devices and inclusive settings. The dependent variable being learning outcomes of learners with hearing loss in inclusive settings. It is however noted that learning outcomes which include academic performance, social interaction positive self-image or self-esteem, effective integration, communication skills, vocabulary skills, self-acceptance as well as employability are hindered by unavailability or inadequate supply of assistive devices in inclusive settings.

            According to Ulchanova et al (2015) Extant research supports the idea that language learners   can use imagery associated with videos to assist information processing. Research on listening shows that the presence of images has a positive impact on comprehension, the report further stated. There is a very strong positive relationship between instructional resources and academic performance (Andeogun 2001) unfortunately these resources are sometimes in adequate or insufficient not available to meet the expected outcomes of learning. Similarly, IEEE revisited Ibercaoamericana de technologies Del appendixes 14 (2019) states the right to education should be ensured for everyone without discrimination. In particular, it is a human right recognized by the United Nations Convention On The Rights Of Persons With Disabilities (About 15% of the world population suffers from some form of disability) The development of all forms of educational technologies should take this into consideration and promote inclusiveness instead of reinforcing the digital gap. Silverra ( 2019)

Assistive devices in the light of learners  with HL  do not only include overhead projectors , videos , sign language , lip reading , body language facial expression , hearing aids, cochlear implants  but also takes into account the physical resource which include  classroom void of noise,  placement of  Deaf and hard of hearing  (D-HH) student as well as the role of the  role played by specialist support staff like sign language interpreters,  audiologist, in-service training of teachers of general education on special needs techniques , parents and the community. The presence or absence of these resources and or devices can affect learning outcomes positively or negatively. It is no doubt that inclusive educational resources can lead to social integration, communicational skills, self-acceptance, positive self-image, self-esteem and motivation as outcomes of the effective use of these assistive  devices .

 Furthermore Pujadas and Munoz (2019) argue that the media of TV program complies with the five conditions for suitable input: it is processed in large quantities; is familiar to the language of the learner; provides contextual cues ( i,e.) image and dialogue); is comprehensible. In their comparative study of language 2 (L2) vocabularies learning which was pre-taught the vocabulary to be encountered in TV clips   and were watching the series with captions and another group who had not received vocabulary instructions and watched the series with subtitles. They found out that participants did learn L2 vocabulary from extensive exposure to audiovisual input. They also found out that the group that was pre-taught words before viewing session, performed better than the group that did not receive such instruction. Other studies insist that vocabulary acquisition happens incidentally through audiovisual input and that learning is a byproduct of the activity. Indeed a growing number of studies in this areas (learning with hearing loss) consistently suggest that incidental vocabulary acquisition does occur through short clips, full movies as well as TV series (Pujadas and Munoz (2019, 2020).

According to Schwab (2020) one of the central objectives of inclusive education and education in general is not only to support every student academic learning but also their social and emotional development.

Contextual Background

The study is carried out within a period wherein many governments have enacted legislation and ordinances and have ratified conventions to uphold and sustain quality inclusive education to facilitate a level playing ground for every learner whether disabled or normal and also within an era when the number of persons living with disabilities is on an increase.

. This is because education cannot be qualitative unless learners are fully accommodated to acquire the best possible outcomes that will enable them to integrate effectively in their communities.  The right to education should be ensured for everyone without discrimination. It is a human right recognized by the United Nations organization (UNO), conventions on the rights of persons with disabilities something particularly relevant as it is estimated that 15% of the world population suffers from some form of disability). The development of all forms of educational technologies should take into consideration and promote inclusiveness instead of reinforcing the digital gap (Rita (2019). Cameroon is a signatory to all these conventions on the rights of persons with disabilities, and as a member of the international community has ratified conventions to uphold inclusive education. Law no 98/004 of April 1998 to lay down orientation to education in Cameroon notably in article 23 emphasizes on quality inclusive education. The practice of inclusive education in Cameroon is backed by both National and international legal institutions .Nationally , Cameroon has many important legislations and policy documents on inclusive education of persons  with disabilities , Internationally she has ratified UNCRPD and is also working strongly to achieve the sustainable development Goals  SDG 4 which provides for quality inclusive education for all(Salamanca framework (1994) which  had as target for 2015 but was extended to 2030 due to inability of the countries to meet the determined goals. The four ministries in charge of education in Cameroon notably Ministry Of Basic Education, Ministry Of Secondary Education, Ministry Of Vocational And Professional Training as well as the Ministry Of Higher Education are charged with the implementation of inclusive education. The Ministry Of Social Affairs also assesses learners through its Regional Delegation and issues National disability cards so that these learners can benefit from free education that is education free of tuition fees. The Ministry of Social Affairs also gives support and appliances to help persons living with disabilities as such Regional Delegations for protection of people living with disabilities have been created under the ministry of social affairs. Although the country has a solid legal institution to safe guard inclusive education with persons with disabilities a lot of challenges are still being faced when it comes to access to mainstream education. Many of the children lack positive self-esteem and have doubt in their own abilities. This is because the stigma and discrimination that they experience on a daily basis. They often stay at home and in classrooms  isolated and hidden and not being considered important enough to be attended to or to get proper education .The teachers lack self-acceptance  and also  not equipped  with the knowledge  and skills  needed to teach children with disabilities .There  are no enough teachers with special need mastery and teaching resources and assistive devices .Moreover, most schools lack ramps , toilets ,wheelchair pavements for easy circulation  , classroom and recreational spaces to accommodate these children are always insufficient.Shey (2018)

Theoretical Background

Theoretically the study considers Maslow theory of motivation and Jerome Bruner’s theory of discovery learning as significant in this study. The theories and their relevance to the study in question will be handled later under review of literature.

Statement of the Problem

The advent of the 21^st century has come with the call for a change in the approach to education. One of the most advocated approach to education is inclusive education which calls for the accommodation of all learners regardless of their physical, intellectual differences as well as race, sex and origin in mainstream classrooms in neighborhood. Inclusion could have been the best option to education given its benefits to learners with disability and other learning challenges.Inspite of its benefits and the efforts of government in implementing legislation related to this domain of education , there are still a lot of challenges as seen below:

 High cost of assistive devices and availability problems. Even the fact that one assistive devices works for student A does not guarantee that it can also work for student B has also been a greater challenge because the causes of these disabilities are varied especially for HL or HOH or MMHOH. In most cases, students with hearing loss are often stigmatized and isolated and regarded as useless members of the society. Even in mainstream settings there is insufficient or lack of specialist teachers to implement the concept of inclusive education. Another challenge is the differences in approach to inclusive education among the proponents of inclusive education- no unique approach is adopted due to the diversities in disabilities. Nonetheless, another focal point is the lack of commitment by general education teachers to engage on inclusive education due to insufficient knowledge on how to accommodate and modify content and methods to meet the diversity of learners in a mainstream class (Inclusive setting). This poses a major problem to instituting inclusive education in Cameroon.

The challenges enumerated above, and the fact that the researcher is a teacher living with hearing loss and is teaching in a diversified classroom  have set the researcher’s desire to carry out findings into assistive devices and its effects on learning outcomes of learners with Hearing loss or impairment in inclusive settings.

Objectives of the Study

            The purpose of the study was to investigate and examine critically the effects of Assistive devices and learning outcomes of learners with hearing loss in inclusive settings.

Research Objectives

            The research objectives were sub divided into general and specific objectives as outlined below;

General Objective

            The general objective was to investigate the effects of Assistive devices on the learning outcomes of students with hearing loss in inclusive settings.

Specific objectives

            The specific objectives of the study were to find out

1. The extent to which Assistive devices influence learning outcomes of students with hearing loss in inclusive settings.
2. The challenges learners with hearing loss face in inclusive settings.
3.   and to propose possible strategies  teachers should use  in handling learners with hearing loss

Research Questions

The study was guided by one general research question and 3 specific research questions.

General Question.

1-To what extent do assistive devices have an effect on the learning outcomes of students with hearing loss?

Specific Questions

• How do Assistive devices have an effect on the learning outcomes of learners with hearing loss in inclusive settings?

     -What are the challenges faced by learners with hearing loss on their learning outcomes?

     -What strategies can be used to improve learning outcomes of learners with hearing loss?