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.
