THE STUDY OF SPECIAL EDUCATION SERVICE DELIVERY ON THE ACADEMIC PERFORMANCE OF STUDENTS WITH HEARING IMPAIRMENT (EDUCATION PROJECT TOPICS AND MATERIALS)
ABSTRACT
This study investigate the study of special education service delivery on the academic performance of students with hearing impairment in Ganaka International School Jos North Local Government of Plateau State. The research was aimed at finding out whether there was any difference in the academic performance of students with hearing impairment. Three research questions and two hypotheses were generated for the study and data collected for testing hypotheses were analyzed by the use of frequency distribution to obtain the mean scores of responses to the questionnaire items. Twelve (12) questionnaire items was raised for students with hearing impairment to find out the study of special education service delivery on the academic performance of students with hearing impairment. The results of the findings revealed that students with hearing impairment performed better academically when exposed to any of the special education. services such as hearing aids computers. Based on the findings it was recommended that parents of students with hearing impairment should support the provision of special education service delivery tools such as hearing aids for their children who are hearing impaired, and students with hearing impairment should be motivated to more special education service delivery their learning materials as this improves long term academic retention and success.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Special education is a specially design instruction that meets the unique needs of a student with disability. Kirk and Gallagher (1992), describe special education as any form of education specially designed for exceptional students. These are students who are not able to respond to and benefit from programmes in regular school and must be given special consideration and assistance.
They therefore see special education as those additional services over and above the regular school programme that are provided for exceptional children to assist in the development of their potentialities and or amelioration of their disabilities. In the same vein, Okyere and Adams (2003) reported Heward and Orlansky (1992) as saying that special education is designed to respond to the unique characteristics of children who have needs that cannot be met by the regular school instructional programming and practice. According to them, special education is individually planned systematically and carefully evaluated instruction to help exceptional learners achieve the greatest possible personal self-sufficiency and success in present and future environments.
Edwen (1995) on the other hand regards special education as those additional services over and above the regular programme that are provided for exceptional children to assist in the development of their potentialities and or the amelioration of their disabilities.
The national policy on education having high regards for special education as the education of children and adults who have learning difficulties because of different sort of handicaps blindness, partial sightedness, deafness, hard of hearing, mental retardation, social maladjustment physical handicap etc due to circumstances of birth, inheritance, social position, mental and physical health pattern or accident in later life; as a result, a few children and adults are unable to cope with the normal school class organization and methods. The policy also states this concerning the gifted and talented children they are the specially gifted children who are intellectually precocious and find themselves insufficiently challenged by the programme of the normal school and who may take to stubbornness and apathy in resistance to it.
