CHAPTER ONE

INTRODUCTION AND BACKGROUND OF THE STUDY

          Introduction

This chapter presents the background to the study, statement of the problem, purpose of the study, objectives, research questions, significance of the study, limitations and delimitations, assumptions, theoretical and conceptual framework and operational definitions of terms.

          Background to the Study

According to Georgia Project for Assistive Technology (2007), assistive devices are defined by IDEA 2004 as an equipment that is used to, maintain, improve or increase the functional abilities of children with disabilities. The sense of hearing is one of the gateways through which one acquires knowledge. It is natural for the ear to be the channel through which one learns to talk and therefore any impairment in hearing hinders normal development of speech. Hearing impairment closes the door through which one would normally acquire knowledge of speech (Nyakado, 2007). Therefore, for a person with hearing impairment to acquire speech as well as perceive sound, assistive hearing technology should be used.

In the United States of America, people with disabilities are protected by the Individual with Disabilities Education Act of 2004. This act states that persons with disabilities should have access to assistive equipment and services, including purchasing and leasing technology devices and training. Learners with hearing impairment are fitted with

assistive hearing technology right from the day the impairment is confirmed. The various technologies that are used by deaf learners in America range from individual hearing aids, frequency modulated systems, loop inductions and cochlear implants.

According to United States Department of Education (2005), a survey was carried out among 261 members of a self-help group for the hard of hearing organization and found out that almost all respondents had some kind of hearing device such as hearing aid, cochlear implant or vibrotactile aid. Each school also has an audiologist who monitors the hearing level of the learners and a technician who makes sure that all the hearing devices are in good condition. The study carried out by Kochkin et. al., (2014) in America revealed that loop induction systems significantly improved the quality of sound, intelligibility of speech, attention and reduced background noise while using hearing aids. There are chances that this can lead to high academic achievement.

In Indiana, the law that was enacted in the year 2000 on universally screening of Newborn made early identification of hearing levels in infants posible and thus early opportunities for parental support and development of communication and language. After the screening, the infants are given the right early intervention services like the use of assistive hearing technology like hearing aids and cochlear implants. This ensures that language development of these children with hearing impairment is at purr with their hearing counterparts thus making learning easier.

In Australia, the research done by Massie and Dillon (2006), revealed that teachers noticed a great improvement in concentration, classroom behavior and communication

when sound amplification systems were in use. Instructors said that sound field amplification enhanced interaction with peers, improved participation in class discussion and ensured a more proactive and confident role in classroom discussion and given a choice, the teachers would keep the systems. Students were also happier while using the systems.

In Africa, it is estimated that 1.2 million children aged 5-14 have bilateral hearing loss which is caused by chronic superlative otitis media. This impairment affects the middle ear meaning that the inner ear remains intact thus assistive hearing technology can be used by these children to enable them make use of meaningful sound in the environment and most importantly, classroom instructions.

In Cameroon, Lantang (2016) carried out a study on effects of assistive technology oh learners with hearing loss and found out that assistive technology assisted in improving academic performance of learners with hearing impairment and learners too enjoyed lectures when assistive technology was used. However, it was further concluded that assistive technology were not sufficient in the institution. This was attributed to the fact that purchase of assistive technology is costly and the educational institution didn’t have sufficient funds to buy the needed assistive technology for delivering lecture.

Lantang (2016) further discovered that assistive technology helped in making learning comfortable as students did not show interest in lectures when lecturers did not make use of technology and finally, utilization of assistive technology also made students

to perform well academically. Therefore, he concluded that assistive technology had influence on the lecture of students with hearing impairment in Cameroon.