Achieving inclusive justice in education for hearing-impaired learners: Lessons from Canada and South Africa

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Questionnaire design/collection of data

Three different sets of semi-structured questionnaire were used at different times for the different respondents. There were also questions that guided focus group discussion. In order to realise the set goals of the survey, the questions were structured in such a manner as to allow the respondents the freedom of filling in their own answers/opinion in the open spaces provided. The introductory sections of the different questionnaire were designed to obtain the personal details of the respondents. Subsequent sections were clustered into themes aimed at realising the objectives of the survey.
The first set of questionnaire was for hearing-impaired and hearing learners. Considering the age and level of the learners, the classroom teacher and a sign language interpreter assisted in carefully reading, explaining and signing to the learners, to make sure they understand the content of the questionnaire. Some of the learners, especially hearing-impaired learners, needed more time in filling out the questionnaire. The questions were explained one after the other, at their own pace. Respondents were drawn from each school according to the sample size proportion for learners reflected in tables 3 and 4 using random selection. The semi-structured questionnaire used for this group is attached as Appendix II to this study.
The second set of questionnaire was for hearing-impaired teachers and regular school teachers. Respondents were drawn from each school according to the sample size proportion for teachers reflected in tables 3 and 4. The semi-structured questionnaire used for this group is attached as Appendix III to this study.
The third set of questionnaire targeted officials of the Ministries of Education (States Universal Basic Education Board- SUBEB) within the selected states. The semi-structured questionnaire used for this group is also attached as Appendix IV. There were also questions that guided focus group discussion. This is attached as Appendix V to this study.
The focus group was divided into three groups, resulting in one group for the two hearing-impaired learners with their parents, one hearing-impaired teacher, one special school head teacher, one inclusive school head teacher, a special education teacher educator, a professional with hearing impairment, two officials of the Universal Basic Education Board and the sign language interpreter.

Quality of data

Semi-structured questionnaire was administered and collected on the spot so as not to give room for external influences, loss of questionnaire and to keep reliability and accuracy at a satisfactory level. In the process of gathering data, the study also engaged in participatory observation of participants, sought clarifications where there were inconsistencies and made notes that were later transformed into related themes and categories.
The combination of data sources was for purposes of logical triangulation in order to make for validity as learned.22 Along these lines, tentative research reports were taken back to the research subjects/participants (hearing-impaired learners and their teachers) in a bid to confirm validity of the study’s findings.

Regular school teachers

Interestingly, the Chairperson of the State Universal Basic Education Board in Delta State pointed out that the state is already involved in the process of ‘inclusive’ education delivery for hearing-impaired learners who though not completely deaf, have serious difficulties with their hearing which makes learning difficult. The officials of the special education unit of the Delta State Board highlighted that in the ‘inclusive’ classroom setting, hearing-impaired learners study in regular classroom with hearing learners. They stated that hearing-impaired learners in ‘inclusive’ settings performed higher than those in special schools settings in the state, but lesser when compared to the academic performance of hearing learners.
In one of the ‘inclusive schools’ however, it was observed that the number of learners in one of the ‘inclusive classrooms’ was large, even though three teachers were present in the class. The necessary supportive materials for learning were lacking and the instructional method was spoken English and American Sign Language. The teachers in the classroom appeared not to be very familiar with signed language as the instructing teacher frequently consulted an American Sign Language (ASL) book placed on a table in the class. There were no paintings or drawings on the wall or chalkboard and there were no captioned visual equipment. The same books used by hearing learners were used, without any form of adaptation for the hearing-impaired learner.

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Chapter 1 Introduction and background to study
1 Introduction
2 Statement of the problem
3 Definition/clarification of terms
3.1 Hearing-impaired as used
3.2 Inclusive education
3.3 Special and regular schooling
3.4 Mainstreaming and integration
3.5 Access
3.6 Primary school
4 Research questions
5 Aims and objectives
6 Inspiring literature of reference
7 Scope of the study
8 Methodolog
9 Overview of chapters
10 Limitations of the study
Chapter 2 Conceptual centrality 
1 Introduction
2 Use of neo-naturalism and social model approaches: Underlying basis
3 Neo-naturalism and social model of disability
3.1 A prescriptive and directive tool
3.2 Components of neo-naturalism relative to inclusive justice
3.3 Social model of disability: Components and value
3.4 Individual or medical model of disability
3.5 Cultural mode
4 Social constructions of hearing impairment
4.1 Hearing-impaired learners as a historically and socially oppressed group in Nigeria
4.2 Human rights approach in relation to the hearing-impaired learner
5 Prescriptive and directive approach: Practical utility
6 Conclusion
Chapter 3 Conceptualising inclusive primary education for hearing-impaired learners in Nigeria
1 Introduction
2 Conceptualising inclusive education for the hearing-impaired learner: Normative value
2.1 Defining inclusive education for the hearing-impaired learner
3 Regular or special schools: Implications for the hearing-impaired learner
4 Universal concepts with inclusive values
5 Conclusion
Chapter 4 Protection of inclusive education of hearing-impaired learners in Nigeria: Analysis of the legal and policy framewor
1 Introduction
2 A brief history of the education of the hearing-impaired learner in Nigeria
3 Nigeria’s framework for the education of the hearing-impaired learner: An overview
4 Evaluating the legal framework for protecting the inclusive education rights of hearing-impaired learners in Nigeria
4.1 Nigerian Constitution
4.2 African Charter on Human and Peoples’ Right (African Charter
Ratification and Enforcement Act)
4.3 Child Rights Act
4.4 Universal Basic Education Act (UBE Act)
5 Evaluating the policy framework for promoting the inclusive education rights of hearing-impaired learners in Nigeria
6 Conclusion
Chapter 5 Practices found in the education of hearing-impaired learners in Nigerian primary schools
1 Introduction
2 Objectives of the fieldwork
3 Ethical considerations
4 Data Source
5 Fieldwork methodology –
6 Questionnaire design/collection of data
7 Presentation of findings
8 Conclusion
Chapter 6 Qualitative analysis of findings: Discursive interpretation
Chapter 7 Achieving inclusive justice in education for hearing-impaired learners: Lessons from Canada and South Africa
Chapter 8 Concluding reflections 
Bibliograph
Appendix I
Appendix II
Appendix III
Appendix IV
Appendix V

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REALISING ACCESS TO INCLUSIVE EDUCATION FOR THE HEARING-IMPAIRED LEARNER IN NIGERIAN PRIMARY SCHOOLS

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