factors asssociated with deaf pupils dropping out from school.

CHAPTER

ONE

1.0 INTRODUCTION

This study will focus on factors associated with deaf pupils

dropping out of school. It will endeavour to explore the

factors behind deaf pupils dropping out of the special needs

learning institutions. This chapter will contextualise the

background and the statement of the problem from the global to

the regional level. Several studies in line with the need for

special needs learning facilities have been conducted. This

chapter contextualise the purpose of the study, objectives of

the study, research objectives, research question,

significance of the study, delimitations of the study,

limitations of the study and the operational definition of key

terms.

1.1 BACKGROUND

It is stated in a report of Educational Scientific and

Cultural Organization (1991) that dropout phenomenon is a

world-wide problem associated with the process of development

in any society whether such society is a developing or

developed nation. The issue of school dropout is a prevailing

issue which also generally includes students who have

disabilities.

On a global context, studies have been conducted to ascertain

the factors associated with the rampant increase of cases of

pupils dropping out of school. Though many of the studies done

1

on school dropout are based on the general population, related

studies on students with disabilities are quite limited. In

addition to this Lichtensein (1988) asserted that despite the

recent growth of literature concerning high school dropouts,

only a few studies have focused on the higher than average

incidences of dropping out among students with disabilities.

Peterson (2005) supporting this notion noted that dropout rate

among students with special needs is hardly reported and

further reported that 29 states did not report dropout rates

for students with disabilities. Klare (2004) reported that 28%

of students with disabilities who left school did so by

dropping out of school and concluded that students with

disabilities drop out of school at twice the rate of general

students. The U.S. Department (1996) in its Eighth Annual

Report to Congress observed that despite having several youths

who graduated from school when they were as young as 17 many

others exited prior to the completion of secondary program.

Among the few studies conducted on disabled pupils who drop

out of school are those with hearing impairments who in many

cases leave school without completing their studies. Studies

conducted in numerous schools of the deaf in American

countries indicate that there is an increase of pupil drop out

due to unskilled teachers and lack of learning facilities. In

the United States for instance, Dew (1999) stipulates that it

has been estimated that 2,000 deaf and hard-of-hearing

students annually exit the public schools because they read at

very low levels, achieve in math and reading and other

2

subjects at low levels in second to fourth grade, and or have

a secondary disability.

Furthermore according to United Nations Education and Social

Cultural Organisation (2009) more than one−third of children

with hearing impairments entering the first grade in many

Asian countries fail to reach the end of the primary which is

cycle 4. Many educators believe that high drop−out rates

reflect learning problems that must be resolved by the child

and family. The cause of these rates may, however, equally be

linked closely to poor educational provision and low teaching

and assessment standards that can be solved only by the

teachers, the school, the community and the educational system

working together as a whole (UNESCO 2009). It was further

stipulated by Mete (2008) that as the pace towards universal

primary education mounts, the hearing impaired represents an

increasingly large number of students who are already

enrolled, but not progressing in primary schools and are often

at risk of dropping out because of poverty, hunger,

malnutrition, environmental or cultural reasons and because of

minor impairments that impede their performance. Often, they

are at risk because the school does not perceive and respond

to their needs.

According to UNESCO (1994) most of the African countries also

have huge numbers of disabled pupils dropping out of school

due to several factors and they consequently miss the

opportunities of experiencing a unique trend of life as

individuals who have attained education which aims at

contributing to human capital formation and is thus a key

3

determinant of personal well-being and welfare. According to

Akimpelu (1997) studies conducted in Nigeria, show that there

are no statistics to reflect dropout rates among students with

disabilities, but a cursory look at the rate of those with

hearing impairment is alarming and disturbing. Akinpelu (1997)

further observed that despite the effort of the Nigerian

government to provide education for persons with disabilities

at institutions of higher education, few of them availed

themselves to that opportunity and completed high school which

in turn provides some of them with an opportunity to reach

university level. The opposite is true for most deaf pupils

who are enrolled as they tend to drop out of school prior to

completing their studies. The negative outcomes of this trend

were listed in the report of NDPC-SD, 2004 as stated by

Akinpelu (1997) whose report focused on school dropout

syndrome among students with hearing impairment in Nigeria

based on teachers’ perspectives. The teachers reported school

dropout among other things as being rampant and is influenced

by four variables which are students, school, peer and

parental related factors.

According to Serpell and Mbewe (1990) the development of

education in Zambia started at Magwero School for the Deaf in

Eastern in the 1950s where deaf children were picked up by

missionaries from the neighbourhood of Magwero Mission Station

on both sides of the Zambia and Malawi border. Serpell and

Mbewe (1990) further stated that it marked the beginning of

education for the deaf and a presidential decree was later on

made in 1971 concerning special education in Zambia.

4

Furthermore, there were 28 special education institutions and

51 special education units at the primary level in 1995 and it

is recognized that only a small percentage of the hearing

impaired children are catered for in schools Ministry Of

Education (1996).

Furthermore Wakumelo (2007) asserts that the number of special

education units might have increased from 1995 but a study

conducted indicates that there are no new statistics on the

numbers of special schools and units neither at district level

nor national level. As a result the increasing population of

the deaf is not catered for in the education sector due to

lack of schools. In addition, Ndalama (2013) states that in

Monze schooling provided for the deaf population in Zambia is

not enough to accommodate all deaf children in the country.

Ndalama (2013) further states that to date there is no school

that caters for the deaf population in the town of Monze and

its surrounding area. Other areas of Zambia are lacking

special schools for children with special needs hence, there

is need to put this matter into consideration in order to help

empower individuals with disabilities in Zambia. Most of the

deaf and hard of hearing children fail to continue with their

studies due to lack of sponsorship and leads some entering

into early marriages and abandoning school altogether.

Wakumelo (2009) further states that in the recent years, those

who fail to attend Munali Special Unit are either re-enrolled

at the basic schools to repeat classes or are lost back into

the community with no hope of furthering their education.

5

MOE (1996) states that in spite of the first president of

Zambia decreeing the education of the special children with

special needs, schools being built and institutions opened up

to train special needs educators as stated by Kalabula (2007)

it appears that most of the deaf pupils who have had an

opportunity to attain education did not reach up to grade

twelve but ended up working as carpenters, shoe makers and

repairers. Others have turned out to be drunkards and beg

money in the streets and still many of them are dropping out

of school in huge numbers (Kalabula, 1998). According to the

Ministry of Finance (2000) census report, there are about

256,000 disabled people in Zambia and out of this number, 6.2%

were deaf and translated into about 15,915 while 12.4% were

hard of hearing translated into about 31,830 meaning that the

estimated number of deaf and hearing impaired people in Zambia

in 2000 was 47,745. Ndalama (2013) states that the deaf people

are one of the least educated people in Zambia and one of the

reasons is leaving school without completing the studies

because deaf pupil education in Zambia is not productive in

terms of educational facilities and special needs teachers

hence, all this and people’s perceptions towards the deaf

pupil have a huge impact on the rate of pupil drop out in

schools (Ministry of Finance, 2000).

Based on these findings, it is hoped that the government and

other stake holders will be helped in formulating appropriate

strategies and policies for the improvement of education for

the deaf in order to get hearing impaired students back to

6

school from the streets where they beg for money constituting

a social menace.

1.2 PROBLEM STATEMENT

Schools have been allocated to enable deaf pupils attain

education. Despite the deaf pupils being enrolled however, it

has been observed that cases of them dropping out of schools

are extent. Observations have risen in relation to school

dropout and completing school. Although adequate teaching and

learning facilities have been provided to help teaching and

learning effective, factors contributing to high rates of

pupils dropping out of school and its effects on deaf pupils

completing education have not been evaluated. Since school

attainment has a lot of influence on good jobs securing among

deaf pupils, it is necessary to find out the factors

associated with deaf pupils not completing school at Munali

special unit.

1.3 PURPOSE OF THE STUDY

The purpose of this study will be to establish the factors associated with deaf pupils dropping out of school at Munali special unit.

1.4 GENERAL OBJECTIVE

To establish factors associated with deaf pupils dropping out of school.

SPECIFIC OBJECTIVES

To explore attitudes of teachers and hearing pupils causing deaf pupils to drop out of school.

To assess the socio economic factors associated with deaf pupils dropping out of school

1.5 RESEARCH QUESTIONS

7

What are the factors associated with deaf pupils dropping out of school?

What are the attitudes of teachers and hearing pupils leading deaf pupils to drop out of school?

What are the socio economic factors associated with deaf pupils dropping out of school?.

1.6 SIGNIFICANCE OF THE STUDY

The findings of the study will generate knowledge regarding factors associated with deaf pupils dropping out of school. Subsequently this study will help the government in policy guidance. This research’s findings will also add to the body of existing knowledge.

1.7 DELIMINATIONS

The study will be confined to Munali Special Unit in Lusaka district, Lusaka Province of Zambia, from Grades 8 to 12.

1.8 LIMITATIONS

This study’s findings will not be generalised to other specialunits due to financial and time resource in adequacy.

1.9 DEFINITIONS

Disability: A restriction or lack of ability to perform an activity within the range considered normal for human beings.

Deafness: Inability to interpret and perceive sound.

Hard of hearing: Not able to hear well.

Hearing impairment or Hearing loss: Partial or total inability to hear.

Dropping out: Failing to proceed or continue schooling by thedeaf.

Factor: Something that help to cause a result.

Learning: The process of acquiring knowledge and skills.

8

Special education: Education offered to people with disabilities.

Inclusive education: Education of both people with disabilities and those without in the same class or school.

Special Education Unit: a school class or a set of classes attached to a regular or basic school, which are meant for children with special educational needs.

Special school: A school having only pupils with special educational needs.

CHAPTER TWO

LITERATURE

REVIEW

2.0 INTRODUCTION

This chapter reviews literature done by other different

scholars suggesting factors associated with deaf pupils

dropping out of school, attitudes of both the teachers and

hearing pupils associated with the deaf pupils dropping out of

school. Also some appropriate measures that economic factors

associated with deaf pupils dropping out of school have been

extensively discussed by other scholars.

2.1 Factors Associated With Deaf Pupils Dropping Out Of

School.

9

Wagner, Newman, Lane, Hoffmeister, & Bahan (1996) states

that a number of deaf children find it hard to continue going

to school because they lack self-acceptance. They have failed

to accept their condition and in many instances undermine

their competence this consequently makes them think it is

impossible to progress with education. In such instances they

need counselling, motivation and encouragement from their

parents, teachers and peers but the lack of these makes them

to resort to dropping out of school.

Danek & Busby (1999) states there are few or no role models

for deaf pupils apart from the deaf teachers to inspire them.

This is because the transition from school to postsecondary

education or the world of work, as well as managing adult

responsibilities and living independently, represent a major

challenge for many individuals who are deaf or hard of hearing

due to the in ability to communicate with people in the social

world who do not understand sign language. This problem arises

due to schools not having a modified curriculum and, sign

language not being included as a compulsory subject to enable

hearing people understand and communicate using sign language

Danek & Busby (1999) further stipulates that as deaf pupils

observe the lives of pupils who finished school they discover

that the deaf who finished school do not live personally

fulfilled lives because they are not able to meet the

challenges of everyday adult living as they transit from

school to the social and world of work. The lack of role

models results to lack of inspiration and hence the deaf

pupils decide to leave school.

10

Szymanski, Lutz, Shahan & Gala (2013) states that the deaf and

hard of hearing pupils are believed to be incapable of

learning and this results to educators, parents, health care

professionals, and others having low expectations because

they think that deafness and lesser degrees of hearing loss

are an excuse for not providing the opportunities and tools to

foster successful achievement. These limited expectations

begin with professionals and then are transferred to parents

until they reach the deaf children who in response begin to

perceive their effort and attainment of education as a waste

of time and resorts to dropping out of school.

Report to Congress on the Implementation of the Individuals

with Disabilities Education Act (RCIIDEA) (2006) states that

deaf pupils enter schools without being prepared personally,

this makes them to drop out of school. Generally deaf pupils

who decide to leave school are those who became impaired

during adolescent due to disease or accidents and may feel

frustrated to learn sign language or may not learn fluently

and also not even be able to read lips when people are talking

because of because of cases like having unskilled teachers

(RCIIDEA, 2006) furthermore elucidates that deaf pupils who

grow up in a family where there parents do not know how to

sign and have not had the privilege to attain pre-school have

difficulties when learning because they are not acquainted

with the gestures made at school and this becomes worse if

they lack a skilled special teacher and hence, they become

functionally illiterate and unable to read, write and

calculate. They decide to leave school because they are not

11

progressing in the attainment of the new language (RCIIDEA,

2006).

According to Jacobs (1980) states deaf students usually do not

get as much information as their hearing peers from classroom

lectures. This problem was described further by Orlando,

Szymanski, Lutz, , Shahan, & Gala (2013) who summarized deaf

and hard of hearing college students’ reasons for requesting

tutoring. Several reasons are difficulty in understanding

lectures with or without in-class support services, limited

reading and writing skills, and needed clarification of class

notes. But due to most colleges and schools lacking tutors it

is difficult fort to learn because they do not fully

understand most of the things taught to them. Though some of

the pupils and students pay money to private tutors, it is

impossible for those who come from poor backgrounds to pay

private tutors.

Johnson & Dilka, (2000) asserts that technology changes daily.

As such, so does the manner in which technology can enhance

the lives of individuals who are hearing as well as

individuals who are deaf or hard of hearing. The types of

technology that are of specific interest to professionals,

families, and individuals who are deaf or hard of hearing

include hearing aids, telecommunication devices for the deaf

(TDD), closed captioning, real time captioning, sound fields,

FM systems, speech and speech reading computer programs,

computer assisted note taking, cochlear implants, and the

Internet. Johnson & Dilka, (2000) further posits that the Deaf

Education Web which includes pre service and existing

12

teachers, parents, adults who are deaf or hard of hearing,

administrators, and university faculty, who have become

registered users of the site and as such have access to a

nationwide database of instructional resources and

collaborative opportunities. But due to lack of funds by the

government deaf schools are lacking many of these devices to

enable pupils obtain the required knowledge and attain

profitable education.

Other pupils drop out of school because their parents find it

costly to pay for their school fees due to economic barriers

such as unemployment and poverty. Kelly (1991) reported that

children with disabilities were victims of poverty. Their

parents in most cases were poor and had to struggle to feed

and clothe them and paying school fees was hard for such

parents. Pupils who are hard of hearing in many instances

need hearing aids which will enable them to hear sound as it

is amplified by the devise but these devises are expensive and

parents cannot afford them hence pupils find it hard to

communicate with people because they are not skilled in sign

language and cannot hear clearly. Moreover Mitchel (2010)

states that segregated or special education systems have

traditionally constituted education provisioning for children

with disabilities however, they are costly and largely urban

centric denying educational and social inclusion opportunities

to the majority of children with disabilities in rural and

semi-urban areas, and have generally been less effective than

properly planned inclusive education. This fact causes parents

to fail to raise school fees for their children who are

13

already in schools (Mitchel 2010). Also distance is another

factor because there are few schools in most regions causing

pupils to walk long distances, this frustrates them and they

become exhausted when they reach school and fail to

concentrate in class hence they end up leaving school without

completing. Low socio economy results to children having poor

health and being under nourished causing them to obtain low

marks and they may go to school hungry and not pay attention

in class (Mete, 2008).

Kelly (1991) reported that the amount of money spent on

education had been declining substantially in real terms to

the point that education could account for about 2.5% of the

Gross Product (GDP) compared to 5 to 6% in the mid-1980s and

therefore schools for the deaf lack provision of appropriate

education because of inadequate funding by the government. The

schools have inadequate learning resources, and teachers who

are not fully equipped with skills such as sign language to

teach deaf pupils. Also there are a few schools and this

result to classes being crowded with a lot of pupils such that

the teacher is unable to attend to learners individually.

Furthermore UNESCO (2009) states that in classes where

information is not delivered in the most appropriate mode such

as sign language, and teaching materials are not available in

alternative formats due to the curricula and teaching methods

being rigid. Assessment and evaluation systems are often

focused on academic performance rather than individual

progress of deaf pupils and therefore if the curriculum is

rigid this can be restrictive for children because they have

14

not been able to assimilate fully the information they were

taught hence, they are at risk of dropping out of school.

Generally, the society has negative views regarding disabled

people and the deaf are among them who are affected

academically to the extent of dropping out of school. In Kenya

for instance, the World Education Forum (2000) reported that

there were over 14,000 children with hearing impairments. But

that only a small percentage of these children attended

schools because of the stereotypes that deaf education was a

waste of time and money and that deaf people would never

become productive members in society, and that discouraged

parents from enrolling their children in school.

2.2 Attitudes of teachers and hearing pupils associated with

deaf pupils to drop out of school

Studies have shown that teacher expectations about the

abilities of deaf students influence the way they achieve in

classrooms. When teachers expect less or do not encourage full

participation in the classroom, this can result in learned

helplessness and dependency (Antia, Stinson & Gaustad, 2002).

Teachers may portray such attitudes due to often having lower

academic qualifications such as certificates in special

education resulting to them not having enough knowledge

concerning the needs of the pupils. Sari (2007) stipulates

further that when teachers become more knowledgeable about the

needs of deaf students, their attitudes and expectations are

generally more positive, leading to better outcomes for the

students. In other instances teachers may have negative

15

attitudes and lower expectations towards their pupils’

academic achievement because they may probably have no passion

to teach and hence pupils may decide to leave school (Sari

2007). The passion to teach may also arise due to teacher

management at school level as Johnson & Dilka (2000) has

indicated that teacher management at school level is crucial

for teacher motivation and morale. Management of the whole

education system affects teacher morale because most decisions

that affect teachers are made outside the school with minimal

involvement of direct teacher managers and this leads to

teachers not having interest to teach effectively. Due to this

deaf pupils desire to learn may not be enhanced resulting to

them being inattentive when the teacher is teaching and they

may end up quitting school.

It is the responsibility of the teachers to work towards

meeting the needs of all students in their classroom. Their

views and attitudes towards meeting the needs of persons with

disabilities constitute very important factors which have a

very great effect on how they carry out their duties (Jobe,

Rust & Brissie, 1996). Teachers attitudes concerning inclusive

education has an impact on the pupils in the classroom if the

attitude is tentative concerning teaching disabled people then

little attention will be offered to them. Researchers in the

USA found differences in teachers’ attitudes and support of

inclusion. A study conducted by Ringlaben and Prince (1981) on

107 regular education teachers in Wisconsin showed that 4% of

the teachers had positive views, 8% had negative and the rest

were not sure. Hence if teachers with negative attitudes were

16

to be allocated in classes of deaf and hearing pupils they

will not provide the needs of the deaf pupils as much as they

would to the hearing pupils and that may cause deaf pupils to

lag behind academically, feel inferior and unaccepted ending

up leaving school.

Ledeberg, Rosenblatt, Vandell and Chapin (1987) stipulate that

the most common pattern of friendship for the deaf children

was sporadic and further indicate that deaf pupils were just

as capable of positive interactions with hearing pupils as

peers and that those positive interactions led to them being a

preferred peer in significantly fewer cases mostly because of

communication difficulties. Ledeberg et al (1987) argues that

instability in deaf children’s friendship with the hearing

children may be a cause for concern because a possible source

of unstable friendship arise as a result of lack of

understanding in the differing languages resulting in the deaf

being viewed as inferior and, in other instances the deaf may

be bullied at school and called all sorts of names because of

the in ability to use verbal language.

2.3 Socio economic statuses associated with deaf pupils

dropping out of school.

Szymanski, Lutz, Shahan & Gala (2013) states that the

technology to assist in the identification of a hearing loss

in infants is improving rapidly. Universal new born hearing

screening allows families and professionals to identify

infants with a hearing loss before these children leave the

hospital. In addition Mete (2008) states that parents who are

17

rich are able to do this test to check if their child’s

hearing is normal and if they discover the child is deaf, they

embark on attaining lessons for sign language to prepare

themselves and the child’s communication skills. This results

to the deaf child not experiencing difficulties when enrolled

in school and is able to understand the language used by the

teacher when teaching. Contrary most parents obtaining a low

income are not able to have the child screened because of the

expenses. Mete (2008) further asserts that even after parents

discover the condition of their child they are unable to learn

sign language and involve their child in early intervention to

help the child appropriately acquire signed language because

of the lack of money. Therefore, the consequence is that they

tend to be incapable of communicating with their child using

the applicable gestures and in return the child finds it

difficult to understand what the teacher teaches, the child

becomes exasperated and resorts to dropping out of school.

According to Moberg and Kasonde-Ng’andu (2001) long distance

hinders most children with disabilities from accessing

education. In a study the conducted findings indicate that

Chinyunyu, children had to walk 12 kilometres to reach school.

Moberg and Kasonde-Ng’andu (2001) in additional reported that

40% of school children with disabilities in Western and North

Western provinces of Zambia dropped out of the school system

because they could not afford transport to school, food or

uniforms and those in rural schools had to walk an average of

11 kilometres to school.

18

Johnson & Dilka (2000) summarized that deaf and hard of

hearing college students’ reasons for requesting tutoring are

due to several reasons, and these are difficulty in

understanding lectures with or without in-class support

services, limited reading and writing skills, and needed

clarification of class notes. The tutors help pupils to fully

understand what they did not grasp in class as the teacher

teaches. Johnson & Dilka (2000) further states that due to

having inadequate tutors, some parents who have the means are

able to hire private tutors for their children but this is

impossible for children whose parents do not have money to

hire private tutors for their children. The other reason why

most parents decide for their children to be taught by private

tutor is reported by Danek & Busby (1999) stating that 34

teachers out of 44 indicated that they lacked training in

special education and felt it contributed greatly to exclusion

of pupils especially those with hearing impairments and poor

parents unlike rich ones are incapable of finding other means

of providing education for their children outside class

Similarly, Kalabula (1998) points out that most children with

disabilities placed in ordinary classes in Zambian schools did

not have adequate human and material support. Henceforth

parents who are rich are able to higher private special

teachers for their children to enable them learn effectively.

While parents who are poor are not able to hire private tutors

who can help their children.

The inability for the government to provide educational

resources such as text books, exercise books and uniforms

19

results to deaf pupils from poor families being unable to

provide funds to buy these resources and the deaf children

obtain low marks due to lack of materials for studying hence

decides to drops out of school Kalabula (2007). Johnson &

Dilka, (2000) points out that for deaf pupils to adequately

learn there is need for technological equipment which is

hearing aids, telecommunication devices for the deaf (TDD),

closed captioning, real time captioning, sound fields, FM

systems, speech and speech reading computer programs, computer

assisted note taking, cochlear implants, and the Deaf

Education Web is supposed to accessed. If these devices are

nor established in schools, probably most of the deaf pupils

who come from well to do families will be able to have access

to these devices but those who are from a poor background

will not be able to access the technology to enhance their

learning and end up dropping school.

The inability for the government to provide educational

resources such as text books, exercise books and uniforms

results to deaf pupils from poor families being unable to

provide funds to buy these resources and most of the deaf end

up failing examinations hence decide to stay home because

their parents have not have to have them rerolled. Deaf pupils

who are unable to pay school fees are also prone to dropping

out of school. Though, others are able to work in order to

raise money for school until they finish school, those who

cannot manage to work drop out of school. In other cases girls

may join prostitution to raise money for school but tend not

20

to complete their studies because they become pregnant (Moberg

and Kasonde-Ng’andu, 2001)

According to Mete C,(2008) socio economy and education of the

parents affects the nutrition of people and the cognitive

function, if parents of children both hearing and deaf are

educated they are able to provide nutritious food which is

balanced even if they are poor, this results to the children

being able to focus in class and obtain good grades and most

of these children whose parents have been to school are able

to go to school satisfied. On the contrary most deaf children

from low economised families whose parents have never been to

school have difficulties with their health, they are given un

nutritious foods which are not balanced and sometimes go to

school hungry hence, they have difficulties paying attention

in class and mostly tent to obtain low marks (Marschark,

(2007).

CHAPTER

THREE

METHODOLOG

Y

3.0 INTRODUCTION

This chapter comprises of the methodology that will be used in

the study. It will be as follows: Research design, targeted

population, sample size, sampling procedure, instrument for

21

data collection, data collection procedure, data analysis, and

ethical consideration. The research budget and the time frame

will also be outlined.

3.1 RESEARCH DESIGN

This research will employ a correlational research design. It

will seek to establish factors associated with the deaf

dropping out of school. It must be born in mind that

correlation does not borne causality. Therefore this design

will be qualitative in nature.

3.2 TARGET POPULATION

The population target of the study will comprise all deaf

pupils at Munali Special Unit, teachers who teach deaf pupils

and the administration personnel.

3.3 SAMPLE

The sample size for the study will encompass 2 pupils each

from Grades 8, 9, 10, 11 and 12 classes, 4 teachers who are

teaching Grades 8, 9, 10, 11 and 12 of deaf pupils and also

one administrator bringing the total number of respondents to

15.

3.4 SAMPLING PROCEDURE

The study will use probability sampling and both simple random

and purposive sampling techniques will be used to select

participants for the study. Simple random sampling will be

used to select 10 deaf pupils because it provides each

participant in the population an equal chance to be selected

as a study sample. On the other hand, purposive sampling will

22

be used to select specialist teachers and the administration

personnel because it will enable the researcher to select

participants that are known and are expected to have typical

characteristics for the chosen sample.

3.5 RESEARCH INSTRUMENTS

When collecting data for this research, the researcher will

use questionnaires in order to gather data from all the

participants in the sample. Also a semi-structured interview

schedule will be used as research instrument.

3.6 DATA COLLETION PROCEDURE

The researcher will first of all seek authorization from the

head of the school and when permission will be granted

questionnaires shall be distributed to all respondents The

questionnaires will be collected from the respondents by the

researcher for data analysis. Interviews will be recorded

using a video recorder.

3.7 DATA ANALYSIS

The data to be collected is going to be analysed qualitatively

and quantitatively. The data for this study will subsequently

be analysed using the Statistical Package for Social Sciences

(SPSS) to establish the relationship between deaf pupils and

their dropping out of school.

3.8 ETHICAL CONSIDERATIONS

23

The study will take into account the following ethical

considerations; Consent will be sought from the head of the

school, from all participants or respondents before they will

be interviewed or respond questionnaires. This will ensure

freedom of expression and that nothing will be said or written

other than what they know and believe in. All participants’

details will be treated anonymous. No derogator statements

will be said concerning the participants.

3.9 TABLE 1: WORK PLAN/ TIME SCHEDULING.

TIME ALLOCATION ACTIVITY

December 23, 2014- January 6,

2015.

- Preparation and

submission of the

research proposal

January 7, 2015- January 14,

2015.

- Development of research

instruments and refining

of research instrument

January 15, 2015- January 25,

2015.

- Data collection

January 25, 2015- February 15,

2015.

- Data analysis for the

study

- Processing and entering

of main data

- Draft report of finding

- Final report of the

study

February 16, 2015 - Submission of final

24

report

3.10 TABLE 2: RESEARCH BUDGET

Items Quantity Unit cost (ZMK) Sub cost (ZMK)a) Cost for research proposal i. Printing first draftiii. Printing final copy iv. binding v. Pens

a) cost for research proposal30 pages30 pages 1 2

a) cost ofresearchproposal

50n per page50n per page

K5.00K1.50 each pen

a) cost ofresearchproposal

K15.00nK15.00K5.00K3.00

K38.00

b) cost ofdatacollectioni)Photocopyingquestionnairesii) transport costsiii) Envelopes

b) cost of datacollection 1= 4 pages 15 x 4 pages 7days 3

b) cost of datacollection 20n per page 20n x 60 pages K6 per day x 7days

K2.00

b) cost of datacollection

K12.00K42.00

K 6.00

K60.00

c) dataanalysis &reporti)Printingdraft reportii)Printingfinal copy

c)data analysisand

30 pages 30pages30 pages1

c)data analysis &report

K3 by 0

K4.00 by 4050ngwee by 40

c)data analysis& report

K160.00 K160.00 K20.00

K10.00

25

iii)photocopying iv)Binding

K10.00K354.00

Grand Total K452.00

REFERENCES

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perception of parents’ behaviour and academic achievement of

hearing impaired secondary school students in Nigeria.

Unpublished doctoral dissertation

Antia, S. D., Stinson, M. S. & Gaustad, M. G. (2002).

Developing membership in the education of deaf and hard-of-

hearing students in inclusive settings. Journal of Deaf

Studies and Deaf Education, 7, 214-229

Danek, M. M. & Busby, H. (1999). Transition planning and

programming: Empowerment through partnership. Washington, DC:

Gallaudet University

Dew, D. W. (Ed.). (1999). Serving individuals who are low

functioning deaf. Twenty-fifth Institute on Rehabilitation

Issues. Washington, DC: George Washington University, Regional

Rehabilitation Continuing Education Program.

26

Jacobs, L. M., (1980). A deaf adult speaks out. Washington,

D.C.: Gallaudet College Press..

Jobe, D., Rust J. O. and Brissie, J. (1996), Teachers

Attitudes Toward Inclusion of Students With Disabilities into

Regular Education Classrooms. Education 117(1): 148-54.

Johnson, H., & Dilka, K. (2000). Crossing the realities

divide: Preservice teachers as change agents for the field of

deaf education. PT3 Catalyst Grant, U.S. Department of

Education OPE Grant, CFDA No. 84.342.

Kalabula, D. M., (1998). Special Education in Zambia: A

Historical Review and Education for the Visually Handicapped

Children. United Kingdom: University of Birmingham,.

Kalabula, M, D, (2007), Special Education in Zambia. Lusaka:

Musumali Press.

Kelly, M.J. (1991). Education in a Declining Economy: The case

of Zambia, 1975 – 1985. Washington D.C: World Bank

Klare, M.W. (2004). Dropout prevention for students with

disabilities: Recommendations for administrators. New York:

Clemson University.

Lane, H., Hoffmeister, R. & Bahan, B. (1996). A journey into

the Deaf-World. San Diego, CA: Dawn Sign Press

Ledeberg, A. R., Rosenblatt, V., Vandell, D. L., & Chapin, S.

L. (1986). Temporary and long-term friendships in hearing and

deaf pre-schoolers. Merril-Palmer Quarterly, 33, 515-533

27

Lichtensein, S. (1988). Perspectives on special education.

Concord, NH: Task force for the Improvement of Secondary

Special Education.

Marschark, M. (2007). Raising and educating a deaf child. (2nd

ed.). New York: Oxford University Press.

Mete C,(2008) Economic implications of chronic illness and

disability in Eastern Europe and the former Soviet Union.

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National Policy on Education. Lusaka: Zambia Educational

Publishing House.

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Central Statistics Office

Mitchell, D (2010). Education that Fits: Review of

international trends in the education of students with special

educational needs. Christchurch: University of Canterbury.

Moberg, A and Kasonde-Ng’andu (2001) Moving towards Inclusive

Schooling. BESSIP: Lusaka.

Mulonda, M. (2013), A Situational Analysis on the Use of Sign

Language in the Education of the Deaf in Zambia: A Case Study

of Magwero and St. Joseph Schools for the Deaf. Lusaka: The

University of Zambia.

Ndalama, F. (2013), Factors That Affect Hearing Impaired

Learners in Learning Home Economics: A Case of Kansenshi Basic

School Special Unit. Lusaka: The University Of Zambia.

28

Peterson, K. (2005). States fudging high school dropout rates.

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http://www.stateline.org/live/ViewPage.action?site.

Report to Congress on the Implementation of the Individual

with Disabilities Education Act (2006) Vol. 1. Washing DC.

Received on October 10, 2006.

Fromhttp://www.ed.gov/about/reports/annal/osep/2004/26th-vol-

1-front.pdf 2 Ibid.

Ringlaben, R. P. & Price, J, R. (1981), Regular Education

Classroom Teachers’ Perceptions of Mainstreaming Effects.

Exceptional Children, 302-304

Sari, H. (2007). The influence of an in-service teacher

training (INSET) programme on attitudes towards inclusion by

regular classroom teachers who teach deaf students in primary

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146.

Serpell R. & Mbewe M. (1990). ‘Dialectical Flexibility in Sign

Language in Africa. Washington: Gallaudet University Press.

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Critical Needs of Students Who are Deaf and Hard of Hearing: A

Public Input Summary. Washington, DC: Laurent Clerc National

Deaf Education Center

UNESCO. (1991). World Education Report. Paris: UNESCO

UNESCO. (March, 2003). International Bureau of Education

Country Dosiers Available at

29

http://www.ibe.unesco.org/International/Databanks/Dossiers/mai

nfram.htm (Mongolia). Retrieved January 2005.

UNESCO (1994) Final Report – World Conference on Special Needs

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UNESCO (2009) Policy Guidelines on Inclusion in Education.

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Mumford, S. (2002). Addressing the high school dropout

epidemic policy brief. Nevada kids count issue brief. Las

Vegas, Nevada

Wagner, M., Newman,L., Cameto, R.,Levine, P. & Garza, N. (2006

August). An Overview of Findings from Wave 2 of the National

Longitudinal Transition Study- 2 (NL.TS2). (NCSER 2006-3004).

Mento Park, CA: SRI International , p. 11. Retrieved December,

20th, 2006, from http://ies.ed.gov//ncser/pdf/NLTS2 w2

overview 0829006.pdf 4 U.S

Wakumelo N.M. (2009), Provision of Education for the Deaf in

Zambia: The Situation and Challenges. Paper Presented at

University of Zambia School of Education and the Directorate

of Research and Graduate Studies Conference. August 2009.

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World Education Forum.YoshinagaItano, C. (2000). The language

30

of early and later identified children with hearing loss,

Pediatrics, 102, 11611171

APPEND

IX I

THE UNIVERSITY OF

ZAMBIA

A QUESTIONNAIRE FOR TEACHERS TEACHING DEAF PUPILS AT MUNALI

SECONDARY SCHOOL.

Dear respondent,

I am a third year student in the school of education pursuing

a degree in Special Education at the University of Zambia. I

would like to inform you that you have been purposively

selected to participate in a research focusing on factors

associated with deaf pupils dropping out of school. You have

cordially been called upon to provide answers in the

questionnaire.

You are at liberty to either accept or not accept to

participate in this research. However, your participation in

this research would be of great benefit on generating

information on this particular topic.

INSTRUCTIONS:

Do not include your personal details so as to ensure high

degree of confidentiality. In addition, be informed that your

choice among the alternatives per given question represents

your personal point of view, hence the answer will be

considered to be correct.

31

Choose by ticking the answer you feel is appropriate from the

given ones. Please explain briefly in the spaces provided for

other questions if needed.

1. Gender. Male ( ) Female ( )

2. For how long have you been teaching learners who are deaf?

…………………………………..

3. How many pupils are in your class?

(a) 0-10 (b) 11-20 (c) above 20

4. Have you under gone any form of special education training?

Yes [ ] No [ ]

5. If your answer in question (4) is ‘Ýes’, where did you

receive the training?

(a) ZAMISE [ ] (b) UNZA [ ] (C) ZATEC [

] (d) OTHERS [ ]

32

6. If your answer is no in question (5) how did you find

yourself teaching learners with special needs?

…………………………………………………………………………………………

7. Are all learners in your class deaf or some who not?

(a) They are all deaf [ ] (b) Others are not deaf

[ ]

8. How has been the performance and attendance of learners who

are hard of hearing or deaf in your class?

(a) Very Good [ ] (b) Good [ ] (c) Not Good

[ ]

9. If your answer to question (9) is (a), please explain the

reasons.

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………....

10. How far do most of the learners who are deaf go with their

education?

(a) All of them complete grade 12 [ ]

(b) Most of them complete grade 12 [ ]

(c) Only a few of them complete grade 12 [ ]

(d) None of them complete grade 12 [ ]

33

11. From your own experience of teaching learners who are deaf

or hard of hearing, what do you think causes these pupils to

drop out of school?

i. …………………………………………………………………………………………

ii. …………………………………………………………………………………………

iii. .………………………………………………………………………………………….

iv. ………………………………………………………………………………………….

v. ………………………………………………………………………………………….

12. What educational challenges do you think deaf pupils face

in a classroom set up?

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………

13. What are you doing as a teacher to ensure that the number

of pupils enrolled is maintained until they finish secondary

school?

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………….

14. What challenges do you face in trying to provide good

education that can benefit the deaf and hard of hearing pupils

in the future?

34

i.………………………………………………………………………………………....

ii. …………………………………………………………………………………………

iii.………………………………………………………………………………………….

iv.………………………………………………………………………………………….

v.………………………………………………………………………………………….

15. What measures do you think the Ministry of Education can

put in place in order to help learners who are deaf acquire

good and higher education?

i.………………………………………………………………………………………….

ii.………………………………………………………………………………………….

iii.………………………………………………………………………………………….

iv.………………………………………………………………………………………….

v.………………………………………………………………………………………….

The

end

Thank you for your co-

operation.

35

APPENDIX II

THE UNIVERSITY OF ZAMBIA

QUESTIONNAIRE FOR DEAF PUPILS AT MUNALI SECONDARY SCHOOL

SPECIAL UNIT.

Dear respondent,







questionnaire.

You at liberty to either accept or not accept to participate

in this research. However, your participation in this research

would be of great benefit on generating information on this

particular topic.

INSTRUCTIONS:




your personal point of view, hence will be considered to be

correct answers.

36




1. Do you have any deaf role models who completed school?

(a) Yes [ ] (b) No [ ]

2 Do you have enough teachers at your school?

(a) Yes [ ] (b) No [ ]

3. How do your teachers deliver information?

i…………………………………................................................

............................

ii……………………………………………………………………………………

iii……………………………………………………………………………………

iv……………………………………………………………………………………

37

v…………………………………………………………………………………….

4. Are the teachers skilled in sign language?

(a) Yes [ ] (B) No [ ]

5. Are the materials used by your teachers enough?

(a) Yes [ ] (b) No [ ]

6. Are there any pupils who dropped out of your class?

(a) Yes [ ] (b) No [ ]

7. If you answer to question (7) is ‘Yes’, please explain why

you think they dropped out of school.

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………....

8. Do you have any intention of dropping out of school?

(a) Yes [ ] (b) No [ ]

9. If your answer to question (9) is ‘Yes’ state the

intention/s.

10. How are the attitudes of hearing teachers and pupils

towards your condition?

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………

11. Is the distance from your home to school very long?

(a) Yes [ ] (b) No [ ]

38

12. How do you go to school?

(a) By bus [ ]

(b) Walk [ ]

13. Are there any schools for the deaf near your home?

(a) Yes [ ] (b) N o [ ]

14. Are your parents employed?

(a) Yes [ ] (b) No [ ]

15. If your answer to question (15) is ‘Yes’, are they;

(a) Self-employed (b) Employed

16. Do you think your right to good education like any other

child are being met?

(a) Yes [ ] (b) No [ ]

17. If your answer to question (17) is ‘No’, explain why

you think so?

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………..

18. What measures do you thing teachers should take in order

to deliver appropriate information to prevent pupils from

dropping out of school?

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

…………………………………………………………………………………………………………………………………………………………………

39

19. What measures do you think the government should put in

place to help you acquire good higher education?

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………

The

end

Thank you for your co-

operation

APPENDIX III

THE UNIVERSITY OF ZAMBIA

40

QUESTIONNAIRE FOR THE EDUCATIONAL ADMINISTRATOR AT MUNALI

SECONDARY SCHOOL SPECIAL UNIT.

Dear respondent,







questionnaire.

You at liberty to either accept or not accept to participate

in this research. However, your participation in this research

would be of great benefit on generating information on this

particular topic.

INSTRUCTIONS:




your personal point of view, hence will be considered to be

correct answers.




41

1. How many teachers Trained in Special Education are in your

school?

………………………………………………….

2. Do the teachers use adequate teaching and learning

materials when teaching?

(a) Yes [ ] (b) No [ ]

3. Does the curriculum suit the learning of hearing impaired

learners?

(a) Yes [ ] (b) No [ ]

4. Are there any other extra-curricular activities for the

deaf pupils?

5. What is the average percentage of pupils who drop out of

school in a year?

(a) 10% [ ] (b) 25% [ ] (c) 50%

[ ]

42

6. What factors do you think are associated with deaf pupils

to drop out of school?

i.............................................................

..............................................................

...................

ii............................................................

..............................................................

...............

iii...........................................................

..............................................................

..........................

iv............................................................

..............................................................

.....................

v.............................................................

..............................................................

.........................

vi............................................................

..............................................................

................

7. What measures if employed by teachers do you think can lead

to good performance and maintain the number of hearing

impaired pupils in classes when teaching?

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………….

43

..............................................................

..............................................................

..............................................................

..............................................................

.........................................

8. How are the attitudes of hearing teachers towards the

hearing Impaired learners?

..........................................................

..............................................................

......... ...................................................

..............................................................

..............................................................

..............................................................

..............................................................

..............................................................

..............................................................

..............................................................

..............................................................

..............................................................

..............................................................

..............................................................

.

9. Are parents encouraged to get involved in their children’s

education?

..............................................................

..............................................................

.............

44

10. Do you receive any support from the Ministry of Education

and Non-Governmental Organizations (N.G.Os) towards

the learning of hearing impaired teachers?

(a) Yes………… (b) No………….

11. If yes, what kind of support do you receive?

..............................................................

..............................................................

..............................................................

..............................................................

..............................................................

..............................................................

..............................................................

..............................................................

..............................................................

..............................................................

..............................................................

..............................................................

..............................................................

..............................................................

.....................

12. What other measures can the government put in place to

ensure that deaf pupils attain education?

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………….

45

The

end

Thank you for your

co-operation

46

factors asssociated with deaf pupils dropping out from school.

Documents

Transcript of factors asssociated with deaf pupils dropping out from school.