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
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Lichtensein, S. (1988). Perspectives on special education.
Concord, NH: Task force for the Improvement of Secondary
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Ndalama, F. (2013), Factors That Affect Hearing Impaired
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1-front.pdf 2 Ibid.
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overview 0829006.pdf 4 U.S
Wakumelo N.M. (2009), Provision of Education for the Deaf in
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30
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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,
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 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 will be considered to be
correct answers.
36
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. 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,
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 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 will be considered to be
correct answers.
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.
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
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