ABSTRACT

        This work is about The Learning Problems of The Deaf (Handicapped) Children in the Kwara State School for the Handicapped, Ilorin.

          A questionnaire titled Counselling Needs of Deaf Questionnaire was administered to fifteen deaf students of the institution and another ten students who are (non-deaf) normal students, four hypothesis were drawn and the t-test method was used to analyse the data.

          It was discovered that deaf problems that are not discovered at early stages, have greater control and management problems than those that were defected early and were promptly acted upon.

          It was therefore, recommended among other things that Government should as a matter of urgency make special education to become part of its important educational programmes.

TABLE OF CONTENTS

TITLE PAGE                                                              i

CERTIFICATION                                                        ii

DEDICATION                                                             iii

ACKNOWLEDGEMENTS                                             iv

ABSTRACT                                                                v      

TABLE OF CONTENTS                                               vi

LIST OF TABLES                                                       ix

CHAPTER ONE: INTRODUCTION

Background of the Study                                           1

Statement of the problems                                         4

Purpose of the Study                                                 5

General Questions                                                     6

Research Questions                                                   6

Research Hypothesis                                                  7

Significance of the study                                            8

Delimitation of the study                                            9

Operational definitions of terms                                  10

CHAPTER TWO: REVIEW OF THE RELATED

  LITERATURE

Introduction                                                              11

Definition of hearing impairment (Deaf)                       11

Signs and types of Hearing impairment                       13

Types of Impairment                                                  14

Causes of deafness                                                     17   

Problems Associated with deafness                              19

Prevention of Hearing Impairment                               22

Management of hearing impairment                            23

Appraisal of the Literature reviewed                             27

CHAPTER THREE: RESEARCH METHODOLOGY

Research Design                                                        29

Population of the Study                                              29

Sample and Sampling techniques                                30

Instrument of the Study                                             31

Validation of the Instrument                                       32

Reliability of the Instrument                                       33

Procedure for Data Collection                                      34

Method of Data Analysis                                             34

CHAPTER FOUR: RESULTS AND DISCUSSION

Presentation of Results                                               35

Hypotheses Testing                                                    35

Discussion of the Results                                           39

CHAPTER FIVE: SUMMARY, CONCLUSION AND

  RECOMMENDATIONS

 Summary                                                                 44

Conclusion                                                                45

Implication of the study                                             46

Recommendations                                                     47

Limitations of the Study                                             48

Suggestions for further Studies                                  49

References                                                                 50

Appendix                                                                   52

LIST OF TABLES

Table 1:   Analysis of the relationship between the learning problems of male and female deaf students                                 36

Table 2:     Analysis of the difference in the learning capabilities of deaf students who come from literate homes and those from illiterate homes                            37

Table 3:     Showing the analysis of the differences of the difference in the learning problems of deaf students at the tender age and those at the adult age                        38

Table 4:     Analysis of the learning problems of Christian deaf students and Muslim deaf students     39

CHAPTER ONE

INTRODUCTION

Background of the Study

        Kwara State School for the handicapped is an institution where children with disabilities are kept and trained so that they can become useful members of the society. One category of such children are there who are deaf. According to Onalapo, (2003), the deaf are those in whom the sense of hearing is not functional for the ordinary purpose of life.

        The deaf, because of their disabilities are faced with certain problems, this is because of the general attitudes of the society to them. This emanates from the fact that traditionally, deafness is thought to be a punishment by the ancestors on the family for the crime committed by either the parents or members of the lineage, (Onaolapo, 2003).

        This is why many people see them as outcasts who are experiencing gods annoyance. One of the most important problems faced by the handicap is lack of hearing, they can observe from others who seem to enjoy conversation, listening to music or singing; (Bukoye 2005). But this is a mystery to them as they cannot enjoy the same privilege, even though Onaolapo (2003), categorized deafness into Crystete deaf and partial or heard hard of hearing, all these could not be described as making effective use of their hearing organs in normal ways.

        The educational implication of this is that these categories of deaf found in the classroom would not be able to benefit in the teaching learning process like other children.

        Onaolapo (2003) stated that these children could be detected simply by their attitude or gesture in the classroom. For example, they could be saying ‘hen-hen’ or cuping the ear that is fairly okay to the speaker so that they can pick what the speakers is saying.

        The deaf is likely to have problems in learning in normal classroom situation.

        According to Onaolapo, (2003) the deaf has to be taught through a special training and special aids. An additional problem to the deaf in the classroom is said to be the extent of his problem, this is because many test had to be conducted to ascertain his or her problem. (Akinpelu, 1994).

        The deaf also faces mockery and molestation in the hands of neighbours and the public. They call them different types of bad names, some parents see them as good for nothing and therefore send them out to collect alms. This means that the deaf are pitied and given money to buy food instead of understanding their situation and giving them, chance to make the best out of life.

Statement of the Problems

        The deaf in the Kwara State School for the handicap are housed therefore educational purpose. They are kept there with the aim of giving them education, the necessary education through specialized facilities. This is in line with the National Policy of Education, (2000) which states that all citizens be given equal educational opportunities, for all their needs may not be met. For example, some people may be completely deaf, others may be hard of hearing e.t.c. This condition may have psychological implications such as poor study habit low self concept etc.

        Furthermore, instructional facilities are very important in the teaching and learning situations. These includes human and materials resources. Akinpelu (1996) asserted that many schools for the handicap in Nigeria do not have enough equipments, particularly the hearing aids. Apart from this, special education teachers and people who could serve as interpreters are not adequate. All these could negatively affect the handicaps.

        In view of the above, it will be necessary to look into the counselling needs of this category of children so that one can proffer solutions to them.