How Utilization of Augmentative and Alternative Assistive Technologies affect the Academic Performance in Primary Schools for Learners with Hearing Challenges in Meru and Tharaka Nithi Counties, Kenya
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Date
2022-10Author
Murithi, Sabina
Mwirichia, Severina
Gichohi, Paul Maku
Type
ArticleLanguage
enMetadata
Show full item recordAbstract
Despite the government of Kenya supporting the training and employment of teachers to deliver
quality education to learners with hearing challenges, the academic performance in primary
schools for learners with hearing impairments has been poor. The objective of this study was to
assess the effect of augmentative and alternative assistive technology devices on academic
performance in primary schools for learners with hearing challenges in Meru and Tharaka Nithi
counties, Kenya. The study was guided by the capability theory. The mixed-methods approach and
descriptive research design were adopted. The target population was the three primary schools for
learners with hearing impairments in Meru and Tharaka Nithi Counties. It interviewed head
teachers and County Educational Directors of Education and issued questionnaires to learners.
Staff participated in a focused group discussion. The learners, teaching and non-teaching staff,
were selected using simple random sampling technique, while the three head teachers and the two
County Educational Directors of Education were selected purposively. Descriptive statistics and
correlation were used in the quantitative data analysis, while thematic technique was used on
qualitative data. Analysis of data was done by computing inferential and descriptive statistics using
SPSS. Dismal academic performance was reported in the three primary schools. The study noted
inadequate and poorly maintained augmentative and alternative assistive technology devices,
inadequate learners’ skills, weak guidelines for using the devices and insufficient support from the
government. The utilization of augmentative and alternative assistive technology devices was low.
The study recommended that the Ministry of Education should purchase all the required
augmentative and alternative assistive technology devices, allocate adequate funds for their
maintenance and establish a policy that fosters the utilization of augmentative and alternative
assistive technology devices in the school. The findings suggest changes in the curriculum,
qualification of staff, funding, and teaching pedagogies.
Publisher
International Journal of Professional Practice
Subject
Augmentative and alternative assistive technology deviceshearing assistive devices
hearing challenged learners
academic performance for the hearing challenged
hearing impairment
primary schools.