ASSESSMENT OF EDUCATIONAL AND COUNSELLING NEEDS OF DEAF STUDENTS
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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.
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 Onaolapo, (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 cupping 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.
What are the educational and counselling needs of deaf students in Kwara State School for the Handicapped?
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?