RELATED SERVICES OFFERED TO GIFTED AND TALENTED … · Authority (ACARA) (2012) provides that inclusive education is providing the best possible learning environment for all children

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ISSN: 2313-3759 www.ijsrit.com

RELATED SERVICES OFFERED TO GIFTED AND TALENTED

LEARNERS WITH HEARING IMPAIRMENT IN INCLUSIVE EDUCATION

PROGRAMMES IN KENYA

Author: Dr. Zedekia Onyango Okoth. E-mail [email protected]

ABSTRACT

The existence of the gifted and talented learners with hearing impairment in inclusive education

programmes has had minimal attention. It is against this argument that this study sought to

examine related services offered to gifted and talented learners with hearing impairment in

inclusive education programmes in Kenya. 8The study was guided by the Critical Theory and it

employed concurrent triangulation design within a mixed methods approach. The target population

was made up of the Principal, 28 teachers and 208 gifted and talented learners with hearing

impairment, at St. Joseph’s Technical Institute for the Deaf in Kenya. Other respondents included,

National Council for Persons with Disabilities, Quality Assurance and Standards and Educational

Assessment and Research Center officers who were the Curriculum Support Officers in Siaya

County, Kenya. The sampling technique used was purposive sampling. The research instruments

were; questionnaire, observation checklist, interview schedule and focus group discussion. A pilot

study was conducted in Bungoma County with a population of similar characteristics. The

reliability of the research tools was ascertained through test-retest and was calculated using

Pearson’s correlation coefficient (r) to establish the extent to which the instruments were consistent

in eliciting the same responses to determine reliability of the research instruments. Validity of the

instruments was ascertained by experts who were the supervisors at Jaramogi Oginga Odinga

University of Science and Technology. Qualitative data were analyzed by the use of content

narrative and thematic analysis techniques and presented in direct quotes and narrative in line

with the study objectives. Quantitative data were presented with the help of Statistical Package for

Social Sciences (SPSS) computer programme version 22. The two groups of data were analyzed

separately, and then followed by convergence model. In this model, data results were compared to

make a conclusion. It was significant to carry out the study because it could become a major source

of reference to policy makers, teachers, gifted and talented learners with hearing impairment in

inclusive education programmes, curriculum developers and support service providers. The major

finding was insufficient relevant related services offered to gifted and talented learners with

hearing impairment in inclusive education programmes in Kenya. The study recommended that

curriculum developers should put more effort on related services offered to the learners, technical

education teachers’ training should include an aspect of special needs education and a policy

developed specific to the needs of gifted and talented learners with hearing impairment. The

researcher concluded that provision of sufficient related services may allow gifted and talented

learners with hearing impairment benefit from inclusive education programmes in Kenya.

Key Words: Special Needs Education, Inclusive Education, Related Services, Gifted and

Talented, Hearing Impairment.

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International Journal of Scientific Research and Innovative Technology Vol. 6 No. 1; January 2019

Background of the Study

Article 26 of The Universal Declaration of Human Rights (UNESCO, 1994) states that everyone

has a right to education, which shall be free and compulsory. All are entitled to all rights without

discriminations of any kind such as race, color, sex, birth or any other status. It requires that

everybody including gifted and talented learners with hearing impairment be offered sufficient

relevant related services in inclusive education programmes.

In Australia, Genter (2010) argues that the right to an inclusive education is articulated in both the

Convention on the Rightsof the Child(CRC) and the Convention on the Rights of Persons with a

Disability(CRPD) which were ratified in 2008. Australian Curriculum Assessment and Reporting

Authority (ACARA) (2012) provides that inclusive education is providing the best possible

learning environment for all children by transforming educational systems rather than changing

children to fit within current exclusionary systems.

The constitution (GoU, 2003) of Uganda of 1995 Article 21 prohibits discrimination against

persons with disabilities and special needs, and the Persons with Disabilities Act 2006, makes

provisions for the elimination of all forms of discriminations against persons with disabilities and

special needs. Miles,Susie, Lorraine, Wapling, and Julia,(2011) argue that the policies and

legislations in Uganda are not clear about inclusive education for gifted and talented learners,

especially those with hearing impairment which is the concern for the current study.

The Education Act Cap 211 of Kenya states that nobody shall be refused admission to or excluded

from school. The Education Pillar in the vision 2030 guided by policies and legislations in Kenya,

aims at developing key programmes for learners with special needs, including the gifted and

talented learners with hearing impairment. Vandeh (2013) argues that the persons with special

needs require education that enables them to achieve to their full potential and provide a firm

foundation for adult life and this can be realized through inclusive education programmes.

Heward (2006) asserts that educating gifted and talented learners with hearing impairment in

inclusive education programmes requires prior arrangement of the school resources, both human

and physical to accommodate them. Such arrangement includes availability of relevant related

services offered to gifted and talented learners with hearing impairment in inclusive education

programmes. Minton (1988), posits that education of the gifted and talented dates back to 1868.The

field of gifted and talented education continued to evolve mainly in response to the changing needs

of the society, especially after the Soviet Union’s successful launch of the space capsule, Sputnik I

in October 4, 1957 which was at the time of the history of space evolution, sparking fear in

Americas that the country was falling behind the Soviets in technological capability resulting into

their reexamining its human capital. Milton further argues that USA felt challenged by the Soviet

Union so it prompted Americans giving enough opportunities to their citizens whom they felt were

gifted and talented in learning institutions to overcome the challenges posed by the Soviet Union.

Sputnik II was launched in November 3rd

; and was the first world’s artificial satellite to

successfully orbit the earth to map its surface and was the first manmade object to reach space.

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According to Friend (2008), the fact that the United Sates had not been first in achieving space

flight was perceived by many Americans as an embarrassing educational failure, especially to those

in the scientific, engineering, and mathematical fields. As a result, substantial research and

development efforts were launched in the early 1960s to improve educational services for students

who were gifted and talented in order to nurture their gifts and talents. Castellano and Diaz,

(2002).The United States Department of Education later established the National Research Center

on the Gifted and Talented in 1990, allowing a consortium of universities to address research needs

in this field (Swanson, 2002). In order to meet the needs of students who were gifted and talented,

several-research based practices were recommended (Van Tassel-Baska, 2003). These included

curriculum compacting, acceleration and enrichment and specific interventions to motivate learners

from diverse groups. Currently, most African countries have not come up with any type of

educational programme for gifted and talented students (Wallace and Adams, 1993).

In Kenya, the Special Needs Education programme does not provide a specialized curriculum in

schools for learners who are gifted and talented as is the case in the developed countries (Republic

of Kenya, 2009). However, the Kenya Government in particular and the public in general have

clearly expressed concern to establish educational programmes and other related services for the

gifted and talented individuals (Kamau, 2005). This has been in response to the Kamunge Report

(GoK, 1988) which states that every society should ensure specially gifted and talented children are

assisted to develop their special intellectual, creative, artistic or other talents to the maximum level

possible. The report recommended that there is need to identify the gifted and talented and to

develop special programmes for them in specific schools. Such institutions may promote inclusive

education programmes for the gifted and talented learners with hearing impairment in Kenya.

Kuh (2006) argues that stakeholders are advised to give due emphasis to co-curricular activities

alongside the curricular activities for all round development of learners who are gifted and talented.

These activities, according to Winstanley (2006) have evolved as an integral part of their learning

process since education is a creation of a sound mind and body.

Taylor and Kokot, (2000) observe that before 1994, South Africa was the only sub-Saharan country

in which significant development in gifted and talented education was noted. Kokot (2006) pointed

out that when an education system is in jeopardy, it will not be a priority to make special provision

for a relatively small group of learners who are deemed gifted and talented. According to Kay

(2000), a government like that of South Africa often has reservations about specialneeds education

programmes that meet the needs of only a few particularly when those programmes expand the

ability of already gifted and talented individuals. Provision of support services such as South

African Sign Language is a key feature of inclusive education (Department of Education in South

Africa 2001). Moltzen (2006) observes that the literature in the field of special education most

often ignores the unique needs of learners who have special needs and are gifted and talented such

as the gifted and talented learners with hearing impairment.

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Inclusive education is understood as a developmental approach geared to meet the educational

needs of all children and emphasizing access for opportunity for those who are subjected to

marginalization and exclusion (Sapon-Shevin, 2003).

According to Plomin, DeFries, McCeam, & McCuffin (2008), different approaches inevitably make

a difference as to which children are given the essential access to opportunities to develop

excellence in any area. A major division is due to the relative importance given to genetics and the

environment. Plomin, et al (2008) argue that the world conferences made developed countries such

as the United States of America to formulate legal documents, policies and legislations to guide

inclusive education programmes in the country.

Grey (2010) observes that in 1975 the USA enacted the Public Law 94-142 (Education of All

Handicapped Children Act). The law emphasized Least Restrictive Environment for persons with

special needs which also included the gifted and talented learners with hearing impairment. In 1990

the act was became known as the Individual with Disabilities Education Act (IDEA). The main

purpose of IDEA was to ensure that all children are provided with a free and appropriate education

which emphasizes special needs education and related services designed to meet their unique needs.

Grey further observed that this was a condition in which all learners were given opportunities to

participate in all aspects, physical, social and academic in the school freely without any barrier.

IDEA was followed by PL 107-110 No Child Left behind Act of 2001(NCLB) which led to a

number of reforms to favor inclusive education for all persons with special needs. Other countries

developed their policies and legislation even though there were challenges (Grey 2010).

Cologon (2013), argues that inclusive educations in Australia led to reduced marginalization,

stigmatization and often bullying and abusive practices. According to the Australian Children’s

Education and Care Quality Authority (2011), it facilitated social development and allowed

children to build and develop friendships that they might not have considered or encountered. The

Australian Curriculum Assessment and Reporting Authority(2012) states that inclusive education

encourages higher levels of interaction and leads to a more positive sense of self and self-worth for

children who do and do not have hearing impairments. The authority further observes that regular

learners in an inclusive programme are challenged by gifted and talented learners with hearing

impairment, thus motivating them to improve in all areas of knowledge. It also observes that

inclusive education gives teachers a chance to have positive concept about students with hearing

impairment.

Marschark, Convertino and LaRock (2006) conducted a research at the University of the

Witwatersrand in Johannesburg, South Africa on inclusive education whose main objective was to

find out positive and negative aspects of inclusive education. It emerged that inclusive education

has positive and negative aspects with regard to learners with hearing impairment. The study

observed that the advantages of inclusion include the emotional and social benefits for both learners

who do and do not experience barriers to learning, such as tolerance and understanding of one

another and confidence within groups. The social benefits include learners’ development of social

skills and self-esteem. The other advantage of inclusion, according to the same study, is that

learners with hearing impairment, in particular, may be provided with Sign Language interpreters,

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to make teaching easier. A disadvantage of inclusive education is that it is not uniform in the degree

of accessibility and support available to students with hearing impairment. In other words, students

with hearing impairment in urban areas may have South African Sign Language (SASL)

interpreters, while students with hearing impairment in rural areas are essentially with minimal

support services.

According to Alanen(2010), inclusive education involves embracing human diversity and

welcoming all children and adults as equal members of an educational community. This involves

valuing and supporting the full participation of all people together within a mainstream educational

setting. Allan further observes that inclusive education is an approach to education free from

discriminatory beliefs, attitudes and practices. It requires putting inclusive values into action to

ensure all children and adults belong, participate and flourish.

Amstrong, Armsrong, and Spandagou (2011), argue that inclusive education is based on adapted

social, cultural, and educational differences of learners in different schools. The needs of learners

must be fulfilled without preferences and inclusive schools should avoid giving advantage to

individuals in favor of others. Armstrong et al (2011) further argue that every learner should be a

full member of the school community not as members of lower or upper levels. Seehorn, (2011)

observes that countries are inspired to review their education policies in line with the new

philosophy that re-affirms the right to education to every individual child. Seehorn further argues

that inclusive education has become a world-wide movement in terms of providing education that

caters for all children in the neighborhood schools.

Nkechi, (2013) observes that the United Nations General Assembly emphasized that the genuine

achievement of Millennium Development Goals, Education for All (EFA) and other globally

agreed Development goals, needs the inclusion of the rights and opinions of persons with special

needs in all endeavors at national, regional and international levels. Nkechi further argues that the

General Assembly, in realizing the importance of this goal, convened high level meeting of

disability in 2011 at the level of Heads of Governments to discuss the way forward towards 2015

and beyond. The aim of this target as adopted as an action – oriented document that provides policy

guidance that will assist in translating the international commitment for a disability – inclusive

society and strengthen global efforts to ensure accessibility for inclusion of the gifted and talented

learners with hearing impairment in all areas of development. The UN (2016) provides that the

Goal No.4 of Sustainable Development Goals (SDG) is to ensure inclusive and equitable quality

education and promote lifelonglearning opportunities for all. It implies that the gifted and talented

learners with hearing impairment should be among beneficiaries of the fourth goal. SDGs are a new

set of goals which aim to end poverty and hunger by the year 2030 and are the global development

benchmarks for the next fifteen years. All these may be realized when everybody including the

gifted and talented learners with hearing impairment is fully included in programmes.

The World Federation of the Deaf (WFD) (2007) expresses a serious difference regarding

implementation of inclusive education for learners with hearing impairment. WFD observes that

full inclusion for learners with hearing impairment means a totally supportive, signing and learner-

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centered environment. According to Gillberg (2002), learners who have special abilities and

disabilities are often recognized only for their disabling condition in inclusive education

programmes. The gifted and talented learners with hearing impairment need to have their special

abilities celebrated and nurtured; regardless of any disability and this is the basis of the current

study which looks at access of opportunities by gifted and talented learners with hearing

impairment in inclusive education programmes. Powell (2009) articulates that inclusion broadens

the focus of educational reform to aim at restructuring schooling to accommodate all learners

regardless of disability, social class, gender, ethnicity, national origin, sexual orientation and

religion. The policy of inclusion is built on the understanding that education is a basic human right.

It is geared towards supporting the capacity of regular schools to respond to the diverse needs of all

learners.

Wallace and Eriksson (2006), argue that inclusive education has led to constant political struggle in

most countries of the world between elitism and egalitarianism, but the general agreement is that

educational provision is not only inconsistent but also a geographical lottery. Egalitarianism is a

belief in human equality especially with respect to social, political, and economic affairs. Wallace

and Eriksson further observe that, elitism is the belief that certain persons or members of certain

groups deserve favored treatment by virtue of their superiority as intelligence, social standing or

wealth- it is the belief that society should be governed by a select group of gifted and talented, the

highly educated individuals. The political struggle needs to be minimized to pave the way for

successful implementation of inclusive education.

Porter (2007) observes that teaching approaches should respond to the diverse needs of gifted and

talented learners with hearing impairment in inclusive education programmes to maximize their

potentials. The system requires that the teachers of the gifted and talented learners develop

competencies that involve knowledge, skills, and attitudes in order to qualitatively teach and

promote education of gifted and talented learners with hearing impairment. Porter observes that if

inclusion of gifted and talented learners with hearing impairment was to be successful, educational

managers need to ensure varied and systematic support services and structures available to the

teacher. The school administration has a key role in implementation of inclusive education. Subban

and Sharma (2005), posit that teachers believe in the support of the administration being critical in

order for them to implement inclusive practices. Including gifted and talented learners with hearing

impairment in inclusive education programme has a lot of implication on the role of teachers to

achieve Millennium Development Goals. If gifted and talented learners with hearing impairment

are overlooked then the poverty reduction goal and education for all goals may not be achieved.

Johnson, Witten, and Robins, (2006) argue that being a gifted and talented learner with hearing

impairment is a very interesting condition. It brings up a number of questions. They observe that

there is a doubtful possibility that once a hearing impaired gifted and talented person is identified; a

recommendation is made to place the child in ordinary public schools instead. It is assumed that

such a child can just perform in regular schools without any changes in the environment. Hallahan

and Kauffman (2001) observe that learners who are hearing impaired and at the same time, gifted

and talented deliberately hide their gifts and talents just so as to normalize the situation which

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makes them become late bloomers. This may adversely affect early identification of gifted and

talented learners with hearing impairment. Montgomery (2000) and Gallagher (2000) observe that

due to challenges, education of the hearing impaired who are gifted and talented has not been well

established to give them a chance to fully utilize their potentials despite existence of policies and

legislation.

In Britain, Savolainen (2000) argue that since the early 1980s the British Government has

established a market like system called Local Management of Schools (LMS). Under the LMS,

schools compete to attract learners with special needs in education because learners with special

needs are allocated more funding. This encouraged regular schools to practice inclusive education.

Omoke (2011) observes that teachers who are against inclusive education give reasons such as,

students with disabilities would be disruptive to their classes or demand too much attention,

inadequate staffing, training, lack of appropriate curriculum, inadequate support services, stress and

increased workload. These assertions are likely to have a negative effect on inclusion of learners

with special needs in regular schooling.

Owen (2013) argues that in Africa, most of the children and adults with special needs are still

excluded from formal education because schools were not sensitive to their needs. He further

observes that it is important to note that without relevant policies and legislation, the

implementation of inclusive education is bound to face a lot of challenges in Africa.

The government of Kenya (ROK, 2006) has put policies and legislation in place to guide

implementation of inclusive education for learners with special needs.The policies and legislation

in Kenya have led to establishment of Oriang’ Inclusive Education Programme in Homa Bay

County, Universities such as Kenyatta University which offers a course in education of the gifted

and talented learners, and other tertiary institutions with programmes for the gifted and talented

learners. Such institutions include, Kenya Institute of Special Education (KISE), RoK (2006) in

which trainees are trained on how to teach regular gifted and talented learners but not gifted and

talented learners with hearing impairment in inclusive education programme. The other institution

is National Youth Talent Academy in Nairobi County.

According to ‘Mwasiliano’ Bulletin (2012), there were learners with hearing impairment from

Kenya who got medals at the Olympics Athletics in Canada in the year 2012 which is a proof that

we have gifted and talented learners with hearing impairment who need to be offered relevant

support services to fully exploit their potentials. Kenya has hosted workshops and conferences on

education of the Gifted and Talented learners but there has been little focus on gifted and talented

learner with hearing impairment.

The Ministry of Education in Kenya (2010) organized a conference on ‘’Laying the Foundation for

Unlocking the Potentials of the Gifted and Talented Young Persons in Kenya” which took place in

Kenyatta University and none of the participants who were given chances to display their gifts and

talentswas a gifted and talented person with hearing impairment. This was a clear indication that

the gifted and talented learners with hearing impairment are yet to be given relevant support

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servicesto showcase their special gifts and talents. There was another workshop on the education of

gifted and talented children in Kenya whose main sponsor was John Hopkins University Centre for

Talent Youth (CTY) USA at Kenya Institute of Special Education (MOE, 2013). Among the

participants who were given chances to display their gifts and talents, none was gifted and talented

person with hearing impairment. Again, this was an indication that gifted and talented learners with

hearing impairment were not given sufficient relevant support servicesin order to nurture their gifts

and talents.

Bett and Wasike, (2016), observe that Brookside Dairy in collaboration with Strathmore University

sponsored East African secondary school games for talent identificationwhich took place in

Eldoret, Kenya. Those who excelled in sports and had required academic qualifications were given

opportunities to join the university and this was a great achievement. However, none of the listed

secondary schools involved in the sports competitionwas for learners with hearing impairment. The

key question was how gifted and talented learners with hearing impairment could be provided with

related services to allow for inclusion in education programmes. Hence the need to establish related

services offered to gifted and talented learners with hearing impairment in inclusive education

programmes.

Purpose of the Study.

The purpose of this study was to establish the related services offered to gifted and talented learners

with hearing impairment in inclusive education programmes in Kenya.

Theoretical Framework

The study was informed by the critical theory. According to Fuchs (2011), critical theory is a

normative approach that is based on the judgment that domination is a problem, and that a

domination-free society may allow for provision ofrelated services offered to gifted and talented

learners with hearing impairment in inclusive education programmes. This is the essence of social

justice.

When uniqueness is appreciated it follows that the gifted and talented learners with hearing

impairment in inclusive education programmes may be identified, provided with related services to

promote inclusive education programmes. The natural understanding is that because gifted and

talented learners with hearing impairment areentitled to all rights that human beings enjoy.It implies

that gifted and talented learners with hearing impairment require strong advocacy for social justice. A

critical theory approach to research informs such advocacy because it pays attention to the

marginalized in the society. Social justice enjoys support of Universal Declaration of Human Rights

(1948), United Nations Convention on the Rights of the Child (1989) and United Nations Convention

on the Rights of Persons with Disabilities (2007).Agger (2006) argues that social justice is a key

factor in modern debates within special needs education and so may support provision of related

services offered to gifted and talented learners with hearing impairment to allow for inclusive

education programmes.

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LITERATURE REVIEW

According to Arbeiter and Hartley (2002), support is understood as a range of measures and

provisions that assist teachers to attend to the needs of learners with disabilities in learning

institutions. These measures may include appropriate training, community and parental

involvement, professional advice and referral services, participation of people with disabilities,

assistant teachers, provision of mobility devices and teaching aids, financial support, official

acknowledgement, supervision, efficient leadership, assistance in curriculum adaptations, and

government/legal support. Other support services that have been identified include providing

learners with individual appropriate support services such as speech therapy, occupational therapy,

physical therapy, adapted physical education, guidance and counseling, social work, family support

and protective services, legal and ethical requirements (New York Partnership for Statewide

Systems Change (NYPSSC) 2000, 1996).

Education of gifted and talented learners with hearing impairment in inclusive education

programmes requires support in terms of related services from all the stakeholders.

Milson (2006) argues that successful implementation of any programme depends on support from

school administrators and cooperative effort from school personnel. The Ministry of Education

Science and Technology in Kenya (MoEST, 2003) observes that physical facilities and learning

materials in many schools were not appropriate for learners with disability. This study explored

these facilities and learning materials with a bias to gifted and talented learners with hearing

impairment. These learners required a variety of adopted facilities and learning materials that meet

their diverse needs to enhance their academic and social participation. Kenya Project Organization

(2010) asserts that there is overall belief that without sufficient resources and support, inclusive

education is not possible. The adequacy and utilization of physical facilities and resources pose a

great challenge to inclusive education. Ogot, (2008) argues that teachers generally lack skills and

support to learners with special needs. Ogot further asserts that it should be noted that inclusion is

not just physical placement, but a setting where learners are provided with meaningful education

tailored to their needs.

A study by Stinson and Whitmire (2000) observe that a study in Croatia indicated that related

services to learners with hearing impairment in an inclusive education programme had a number of

findings. In an environment which is unsympathetic in acoustic terms, the hearing aids will pick up

and amplify every detail of sound, irrespective of its relevance. The noisier the environment is, the

more likely it is that the undesired noises will be amplified to the detriment of more important

sounds, such as the teacher’s voice. Booth and Ainscow, (2003) point out that secondary school

buildings and classrooms should be designed and equipped in such a way as to harmonize with the

personal and didactical needs of learners they are to accommodate. The existing infrastructure at

regular secondary schools offering inclusive education needs to be adjusted to accommodate all

learners’ needs. Booth and Ainscow further argue that the content of the least restrictive

environment should be in the perspective of accessing the curriculum. The environment is least

restrictive, if it facilitates the acquisition of knowledge and skills. This also meant the services of

the professionals like audiologists, to assess the hearing ability of learners with hearing impairment

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to suit the learning environment make it conducive to gifted and talented learners with hearing

impairment in inclusive education programmes.

In a study by Stinson and Whitmire (2000) in Croatia, it is revealed that inclusion has profound

effects not only on life in classrooms, but also on other aspects of school organization and teaching:

namely pupil grouping, curriculum structure, staffing, timetabling, pastoral care provision, the

physical layout of the school, links with specialist agencies, academic structure and the attitudes of

staff and pupils. All of these interact to provide an environment in which gifted and talented

learners with hearing impairment are educated in inclusive education programme. In addition to

completing academic tasks, the learner needs to be accepted as a social member of the learning/

teaching group and to be as independent in this situation as possible. Interaction with other learners

is important and the arrangement of furniture within the teaching area can do much to maximize

these potentials. The purpose of the various accommodations is to level the ‘playing’ field. Someth

and Lewin, (2005) observe that decisions as to which supplementary aids and services,

accommodations, modifications or supports are appropriate for a particular learner, are to be made

on an individualized basis, even at secondary school level.

A study conducted by Moores and Martins, (2006), on noise factors and illumination in inclusive

education programmes a number of findings were reported. One of them was that, a certain level of

working noise is tolerated particularly where learners are using a variety of resources or working on

group tasks. Other findings included, parents and teachers should try to understand the problem of

the learners and try to cooperate with them in helping their navigation of the learning process and

work output. In class, a teacher should try to speak slowly and clearly so that learners with hearing

impairment may find it easy to understand the lesson. In the process of teaching, a teacher should

stand at one place, so that he or she engages the attention of learners with hearing impairment to

avoid distracting them with constant movement. This study concentrates on related services within

the teaching/learning environment while the current study included services from professionals

such as speech therapists, audiologists, Ear Nose Throat doctor and psychologists. This study also

looks at inclusion in general while the current study was specific to inclusion of the gifted and

talented learners with hearing impairment.

In one developmental study in Scotland (Florian and Black and Hawkins 2010), on related services

to learners with hearing impairment in an inclusive education programme, one finding demands

that teachers extend what is ordinarily available so that it is accessible for all. Whole class teaching

methods are seen as antithetical to inclusive education, since they purport to provide identical and

therefore equal learningexperiences for all children. Rather, it is important to provide a range of

options which are equallyavailable to all children.A recent initiative in teacher education in

Scotland based at the University of Aberdeen has focused on developing teachers whose implicit

and explicit theories of learning are likely to promote inclusive practices in school. An evaluation

of the programme suggests that teachers are more likely to be successful in creating an inclusive

classroom environment if they hold non-deterministic notions of pupil ability avoid rigid pupil

groupings and differentiate learning tasks in a flexible way. The study on related services in

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Scotland was meant for pupils with hearing impairment while the current study was specific to

gifted and talented learners with hearing impairment.

A study in Norway, by Tangen (2005) revealed that in-service development of teachers is also

clearly of central importance. Tangen describes the development and impact of an in-service

programme in Norway aimed at promoting awareness of generic teaching strategies to support

inclusive practices, but also to develop disability specific knowledge. Since its initial development,

the programme has been extended and is now widelyavailable to teachers in mainstream schools.

The study by Tangen was specific to in-service development of teachers while the current study

studied study related services offered to gifted and talented learners with hearing impairment.In

another study by Hausstätter and Takala (2008), on the specialteacher development systems of

Norway and Finland certain findings were noted. One of them indicated that inclusion is the

fundamentaldiscourse in the development of special educators in Norway, with a focus on the

attainment ofgeneric teaching approaches and less focus on special pedagogies. In Finland, by way

of contrast, the one year special teacher programmes, which are undertaken after Masters level

study, have less focus on inclusion and a greater focus on special pedagogies geared to specific

impairments. The studies in Norway and Finland were on the impact of training on inclusive

education while the current study focused on all related services.

Hausstätter and Takala (2008) argue that the approach in Norway has clear advantages in terms of

embedding inclusive discourses in teachers’ thinking, whilst the approach in Finland develops

special educators with astronger sense of their distinct professional identity, which may be inimical

to inclusive practices. Teacher education is also seen as making a major contribution to the building

of more inclusive societies in former Soviet countries. The European Training Foundation

commissioned a study(European Training Foundation, 2011) of approaches to teacher education in

the countries such as Albania, Bosnia and Herzegovina, Croatia, to promote inclusion, the existence

of special schools andresidential institutions catering for particular groups continues to reflect

Soviet adherence to theidentification and segregation of children with specific special education

needs.

In a study by Hausstatter and Takala (2008) on teacher education it was revealed that efforts

hadbeen made to raise the status of teacher education by closing colleges of education and

creatinguniversity faculties of education which continues to be regarded as a low status subject

andprofession. Smith argue that recognition of linguistic, cultural and social diversity should lay

atthe heart of university education programmes, so that all teaching is geared not towards the

averagechild, but towards the wide range of children to be found in any classroom. Inclusive

education appears to have attained hegemonic status across Europe and the rest of the developed

world. Research oninclusive pedagogy and curriculum in Europe has also been slow to develop

according to Hausstatter and Takala for children with Special Education Needs to be included in a

meaningful way, differentiation of the curriculum and pedagogy is essential, but a variety of tasks

should be available to all, not just to pupils singled out as having special educational needs.

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Rose and Gallup (2003) observesituations where teachers receive little to no assistance and

sometimes are not even informed about the nature of their learners’ disabilities. Some contend that

special education teachers have difficulties managing educational programmes of their learners

when they are dispersed among several classrooms. The study on teacher education was on general

inclusive education programmes while the current study was specific to inclusion of gifted and


A study inEurope conducted by Rose and Gallup (2003), found that education of learners with

talents within inclusionary settings are limited, but those that exist reveal some troubling trends.

The study shows that learners with high ability and remarkable talents too often do not receive

instruction that is appropriately intensive enough for their needs in the inclusionary learning

environment.Rose and Gallup further argue that knowing learner’s learning styles; we can organize

learning environments to respond to their individual needs for quiet or sound, bright or soft

illumination, warm or cool temperatures, seating arrangements, mobility, or group preferences.

Practically oriented learners, however, who are better able to learn a set of facts if they can see its

relevance to their own lives, lose out. The study focused on talents of regular learners in Europe

while the current study focused on gifted and talented learners with hearing impairment in inclusive

education programme.

Nyende (2012), carried out a study in Uganda whose purpose was to establish support service

particularly for children with disabilities to make Universal Primary Education successful. The

respondents were randomly selected from four schools which practiced inclusive education. They

included; deputy head teachers, teachers, and stakeholders purposefully identified. The research

instruments were; observation schedule, interview schedule, document analysis and focus group

discussion. Data collection was done by qualitative technique. The study looked at the right to

education for children with disabilities in Uganda who, despite the inclusive label of Universal

Primary Education, continue to get peripheral benefits from the programmes. Which, by and large,

play a key contributory role in either excluding or including persons with disability? The researcher

from a rights-based perspective attempts to identify possible interventions that might have to be

taken in order to make UPE meaningful to its beneficiaries especially the Children with

Disabilities. Hearing teachers struggle, and sometimes get frustrated trying to communicate with

learners with hearing impairment who have limited communication abilities in spoken language.

Other findings include; regular primary schools face challenges such as inadequately trained and

inexperienced teachers to teach learners with hearing impairment. In addition, inadequate teaching-

learning equipment and materials for learners with hearing impairment such as hearing aids, and

negative attitude towards such learners. The study depended on random selection of respondents

while the current study is purely purposive. In the study, qualitative approach was used while the

current study will use mixed method approach. This study looked at inclusion of learners with

hearing impairment in Uganda while the current study was based on inclusion of gifted and talented

learners with hearing impairment in Kenya.

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Okutoyi, Kochung, Kabuka, Were and Adoyo, (2013) carried out a study in Kakamega County to

establish support services and resources for learners with hearing impairment in an inclusive

education programme. The study adopted descriptive survey design. The researchers used simple

random sampling technique to get a sample of 480 hearing learners and saturated sampling

technique was used to get 109 learners with hearing impairment, 32 teachers and 16 head teachers.

The tools used were questionnaires and interview schedule. The findings included; information

from Educational Assessment and Research Centers in Kakamega County which indicated that the

number of learners with hearing impairment in regular primary schools increased since the

inception of Free Primary Education (FPE). For example in 2003 there were 51 learners with HI,

2004 (65), 2005 (73), 2006 (90), 2007 (102), 2008 (133), 2009 (161), and in 2010 there were 206

learners with hearing impairment. There were 121 learners with hearing impairment in class three

and four. The schools faced a number of challenges; among them; communication barrier, negative

attitude, inadequate teaching-learning materials and equipment, and inadequate personnel. Simple

random sampling was used to select 480 hearing learners while saturated sampling was used to

select 109 learners with HI, 32 teachers and 16 head teachers. Questionnaires and interview

schedules were used for data collection. The findings revealed that support services and resources

used were; Special Needs Education teachers (mean of 4.1), and in-service teacher training in SNE

(65.6%). It was recommended that schools to employ personnel to teach learners with hearing

impairment, and put up resource centers.

The study by Okutoyiet al is significant because its findings may help teachers, learners with

hearing impairment, hearing learners, school administration and other education stakeholders to

understand support services and resources needed by learners with HI. The study was based on

learners with hearing impairment in inclusive education programme while the current study is

focuses on inclusive education programme for gifted and talented learners with hearing

impairment. The study used questionnaires and interview schedule while the current study will use

questionnaires, interview schedule, observation check list and focus group discussion which may

provide a more detailed data. The study was based oninclusion of learners with hearing impairment

in primary schools while the current study was based on inclusion of gifted and talented learners

with hearing impairment at a technical institution in Kenya. The study used descriptive survey

design while the current study was based on concurrent triangulation design.

METHODOLOGY

Modes of inquiry

The study was conducted at St. Joseph’s Technical Institute for the Deaf inSiaya County, Kenya.

The institution was suitable for the study because it admittedgifted and talented learners with

hearing impairment from all parts of Kenya, which implied that it had learners of diverse socio-

economic backgrounds. Admission of the learners to the institution was based on their special

abilities which needed related services to be nurtured.

The study employed concurrent triangulation design.According to Kothari (2009) research design is

the arrangement of conditions for collection and analysis of data in a manner that aims to combine

relevance to the research purpose. The design, according to Joffrin (2010), allows the researcher to

75


collect both qualitative and quantitative data concurrently. However, data were analyzed separately

but converged during discussion bringing a comprehensive argument which either quantitative or

qualitative could be insufficient by itself. The design was suitable because since data were collected

concurrently, it saved time and more detailed information was obtained for better understanding of

related services offered to gifted and talented learners with hearing impairment in inclusive

education programmes in Kenya.

The study was based on a mixed methods approach. Creswell (2014) asserts that mixed methods

approach involves collecting both qualitative and quantitative data, integrating two forms of data

using distinct designs that may involve philosophical assumptions and theoretical frameworks.

Kothari (2009) observes that the two approaches supplement each other in that qualitative approach

provides the in-depth explanations while quantitative approach provided the hard data needed to

meet required objectives.

Target Population

Bhatt (2011) defines population as the entire mass of observations, which are the parent group from

which a sample is to be formed. According to Orodho (2005), target population is a large

population from which a sample population is selected. Specifically the population included 1

Principle, 28 teachers, and 208 learners of the targeted institution, 3 Educational Assessment and

Research Center officers who are the Curriculum Support Officers, 1 National Council of Persons

with Disabilities officer, 2 Quality Assurance and Standards officers in Siaya County. The overall

target population was a total of 243 participants.

Sampling Procedureand Sample Size

Sampling, according to Kothari (2009) is the selection of part of an aggregate or totality on the

basis of which a judgment or inference about the aggregate or totality is made. The study used

purposive sampling. According to William (2011), purposive sampling is selecting respondents that

are believed to have the required characteristics needed for the study. According to Bhatt (2011)

purposive sampling is the selection by some arbitrary method because it is known to be

representative of the total population. Orodho (2005) argues that purposive sampling is

handpicking the cases to be included in the sample on the basis of one’s judgment of their

typicality. In purposive sampling, the goal is to select cases that are likely to be “information rich”

in respect to the purpose of the study. Purposive sampling was found suitable for this study because

every learner in the institution was admitted based on special abilities to be nurtured with the

correct provision of related services.

Research Instruments

The study utilized four research instruments, namely; questionnaires, interview schedule,

observation checklist and focus group discussions.

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Reliability

Walingo and Ngaira, (2008): Phelan and Wren (2006) state that reliability is a measure of the

degree to which a research instrument yields consistent results or data after repeated trials.

Reliability deals with explicability, the question of whether or not some future researchers could

repeat the research project and come up with the same results, interpretations and claims. Silverman

(2006) suggests two ways to satisfy reliability. One of them is to make the research process

transparent by describing the research strategy and data analysis methods in a clear and detailed

manner in the research report. The other one is by paying attention to “theoretical transparency”

through making clear the theoretical position from which the interpretation takes place and showing

how this produces particular interpretations. In this study, verbatim accounts of what people said

were recorded.

Piloting was done in an institution of similar characteristics to ascertain reliability of research

instruments. The researcher identified Mumias Vocational Institute for the Deaf in Bungoma

County to carry out the process. The researcher used test-retest technique to test reliability of the

research tools. Mugenda and Mugenda (2003), observe that the method involves selecting an

appropriate group of subjects, administering the test to the subjects, keeping all initial conditions

constant and administering the same test to the same subjects. The correlation coefficient was

obtained which was referred to as “the coefficient of reliability or stability”.

Piloting was needed to detect possible flaws in measurement procedures (including instructions

time limit) and in the operationalization of independent variables. It indicated whether proposed

methods or instruments were inappropriate or too complicated. It also helps identify unclear or

ambiguous items in a questionnaire. The non-verbal behavior of participants in the pilot study

could give important information about any embarrassment or discomfort experienced concerning

the content or wording of items in the questionnaire. The whole purpose of piloting was to ascertain

the reliability of the research instruments by making the necessary adjustments following the

results of the pilot study before proceeding for the main study. The instruments were administered

twice in two weeks to the participants meant for piloting. The results from piloting were correlated

to check for reliability using Pearson Correlation Coefficient.

Orodho (2009) observes that a correlation coefficient (r) of about 0.75 should be considered high

enough to judge the reliability of the instruments. Bapir (2014) posit that qualitative research can be

evaluated or made reliable by checking how and to what extent consistent methods and procedures

are used in the process of data collection. This study ascertained reliability of tools by adhering to

the strict procedures of data collection and analysis.

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Validity

Research is valid if it is plausible, credible, trustworthy and thus defensible (Johnson &

Christensen, 2008).Orodho (2009) argues thatthe major problem with research validity is research

bias that involves obtaining results consistent with what the researcher wants to find. In qualitative

data, validity might be addressed through the honesty, depth, richness and scope of the data

achieved, the participants approached, the extent of triangulation and the disinterestedness or

objectivity of the researcher (Cohen et al, 2000). Many authors (e.g. Johnson and Christensen,

2008; Richards, 2005; Silverman, 2006) have advocated for providing feedback to research

participants and member checking to affirm the credibility of the data. The participants were free to

get feedback on the research findings to confirm if what was recorded were a reflection of their

responses.

According to (Thomson, 2011) validity is the degree to which any measurement instrument

succeeds in describing or qualifying what it is designed to measure. The researcher checked on

content validity through the supervisors. Tappen, (2011) content validity is a measure of the degree

to which data collected using a particular instrument represents a specific domain of indicators or

content of a particular concept. The researcher used expert judgment to determine validity of the

research instruments. The supervisors found out that the items included in the tools measured

adequately what was intended. There was need for taking care of internal and external threats to

validity. Internal validity is the degree to which the extraneous variables have been controlled for in

the study (Mugenda and Mugenda 2003). Threats to internal validity such as attrition were

controlled by conducting data collection within a specified period. External validity is the extent to

which the results of the study can be generalized to other population, settings and conditions. In the

current study, threats to external validity such as reactivity by the participants during the data

collection were maintained by encouraging the respondents to be as honest as possible while

responding to questionnaire items.

DATA COMPILATION, ANALYSIS AND DISCUSSION

Related Services offered to Gifted and Talented Learners with Hearing Impairment.

Related services offered to gifted and talented learners with hearing impairment in inclusive

education programmes were meant to support the process of teaching so that learning for gifted and

talented learners with hearing impairment was made easier. Data were collected using

questionnaires, observation checklist, interview schedule, and focus group discussion. The

quantitative data were presented in table 4.14 and qualitative data were presented in direct quotes.

Both presented data were analyzed then discussed.

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Table 4.14: Shows that 188 learners indicated job opportunities as the main related service offered

to them. 12 learners indicated that they were offered opportunities in games, 4 learners indicated

that they were given chances to exploit their talents and 4 learners responded that they were given

opportunities to compete with regular learners. Good performance in job market depended on

correct skills imparted which could only be realized with provision of related services to gifted and


Using the interview schedule, respondents; were asked for the related services offered to gifted and

talented learners who were hearing impaired in the institution and the following were their

responses. The teachers, the Principal, EARC, NCPWD and QAS officials identified a variety of

related services that were offered to gifted and talented learners with hearing impairment, both

physical and psychological. They expressed;

“The related services include free provision of hearing aids,ear hygiene

or treatment for inflammation of the ear. Others include guidance and

counseling and even provisionof opportunities for peer tutoring. We have

sign languagediscussion within the institution the first two hours every

Thursday and a Sign Language interpreter for the institution.’’(T1)

“They are offered correct placement, and medical services, and given

opportunities for peer tutoring. Learners with residual speech and hearing

encouraged to talk to ease communication. They are also given tome for

co-curricular activities and role models are invited to motivate gifted and

talented learners with hearing impairment.’’ (T3)

Table 4.14: Assistive Devices for G.T. Learners with H.I.

how assistance from teachers expose you to opportunities to

exploit gifts and talents

Total

COMPETING

WITH OTHER

LEARNERS

EXPOSURE TO

EXPLOIT

POTENTIALS

GAMES

COMPETITI

ON

JOB

OPPORTUNITIES

Respondent

s gender

Male 4 4 8 103 119

Female 0 0 4 85 89

Total 4 4 12 188 208

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“Learners are shown videos of successful learners with hearing impairment and given

hearing aids. Teachers are given time for awareness creation to promote good relationship.

We also celebrate their achievement e.g. trophies and certificates and give leadership

positions to allow for participation in decision making. We also give them write ups

from journals about successful learners with hearing impairment.’’ (T4)

“The institution provides games equipment. It also facilitates follow ups when

the learners are on attachment or employment. We teach life skills which

include problem solving skills. The learners are involved on production units

and given a token at the end. We give handouts, internet services e.g. download notes.’’ (T8)

“That support services include provision of subsidized hearing aids and awareness

programmes for teachers and learners on inclusive education programme for gifted

and talented learners with hearing impairment in inclusive education programme.

Another service is referral for guidance and counseling for the learners.’’ (EARCO2)

“We provide subsidized hearing aids and home based programmes. We also

offer assessment after a period of time for placement and prescription of

hearing aids. We also refer gifted and talented learners with hearing impairment

for medical services.’’(EARCO3)

Responding to the same question, the principal listed a number of related services offered to

learners with hearing impairment which include financial and material resources. She indicated;

“The learners who come from poor families are exempted from paying fees.

Materials, tools and machines provided. Awareness created about education

of gifted and talentedlearners with hearing impairment. My institution through

well-wishers has providedhearing aids. I have offered jobs within the institution

to the learners and networkedwith EARC, NCPWD, QAS officers, Local Administration

and Local Communitiesfor related services to promote inclusion.’’ (P1)

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When asked about related services for this group of learners, the National Council for Persons with

Disabilities officer narrated;

“We fund sporting activities to nurture gifts and talents, payfees for the

learners and that help avoid drop outs and also give them hearing aids to

improve communication. We train learners on management skills so that they do

not fail in businesses. We also fund infrastructure and their businesses. We sensitize

KNEC, and KICD on their needs and organize seminars on disability mainstreaming.’’ (NCPWDO).

The quality assurance and standards officers also indicated that through them, the government

provided related services to learners in the institution. One quipped;

“We have liaised with the national office which has influenced the lowering of academic

entry requirement for advanced levels for gifted and talented learners with hearing

impairment in inclusive education programme to promote access for various opportunities

for them. Through us, the government gives financial top up to facilitate buying of

materials, tools and machines . We also influence direct entry to national sports, music and drama

competitions.’’ (QASO1)

The findings of this study on related services concurred with those of Arbeiter and Hartley (2002)

who in their study found that support measures include appropriate training, community and

parental involvement, professional advice and referral services, participation of people with

disabilities, assistant teachers, provision of mobility devices and teaching aids, financial support,

and efficient leadership. The research findings and study findings had similarities which may be an

indication that related services offered to gifted and talented learners with hearing impairment in

inclusive education programmes cuts across.

In the process of collecting data, an observation checklist was used to corroborate what the teachers

stated in terms of related services. It was observed that there was only one unmarked playing field,

a set of table tennis, 5 used footballs, 2 sets of uniform, 2 used volleyballs, 2 used nets, I handball

and some equipment for athletics. Some of these equipment were not referred to by the

respondents, probably because the word related services was not clear to them.

Observation of the classrooms, workshops, and co-curricular activities, the researcher noticed

insufficient resources such as classrooms, workshops, computers and games equipment. These had

adverse effect on inclusive education programmes for gifted and talented learners with hearing

impairment.

The study organized Focus Group Discussion based on the controversial issues on research tools.

The response from FGD was that teachers indicated insufficient related services offered to gifted

and talented learners who were hearing impaired. The learners got employment but had difficulty in

implementing correct skills limiting exploitation of their gifts and talents.

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In the Focus Group Discussion for gifted and talented learners with hearing impairment, they were

asked for the related services they received to exploit their gifts and talents. A common expression

was represented by a gifted and talented learner with hearing impairment who said:

“The teachers help us to get places for attachment and our good

work during the attachment help us to get employment at the end of

the courses. With such opportunities we nurture our gifts and talents.

We are offered guidance and counseling services within the institution” (L5)

In the Focus Group Discussion for Teachers, one teacher commented;

“We provide gifted and talented learners with hearing impairment

with hearing aids and do ear hygiene to improve inclusive education

programme.’’ (T6)

The discussion revealed that there were insufficient support services provided to make inclusive

education programmes for gifted and talented learners with hearing impairment be successful.

Data Analysis

According to Bhatt (2011), data analysis is studying the tabulated materials in order to determine

inherent facts. At this stage raw data was used to provide explanations, understanding and

interpretation of phenomenon, people and situations which were under investigation. Raw data

obtained from the field, according to Mugenda and Mugenda (2003), is difficult to interpret. Such

data must be cleaned, coded, key-punched into a computer and analyzed. It is from the results of

such analysis, that researchers are able to make sense of the data.

Analysis of Quantitative Data

Kothari (2009) describes quantitative data analysis as that which deals with data in the form of

numbers and uses mathematical operations to investigate their properties. Mugenda and Mugenda,

(2003) observe that in this approach, the first step in data analysis is to describe or analyze the data

using descriptive statistics. The purpose of descriptive statistics is to enable the researchers to

meaningfully describe a distribution of scores or measurements using a few indices or statistics.

The researcher applied descriptive statistics (Patton, 2002) where measures of central tendencies

such as mean, median and mode, where tabulating, graphing were used in describing quantitative

data. This study used descriptive statistics where frequencies and percentages were used to

summarize quantitative data which were basically from questionnaires. Content analysis

approaches were used in coding and classifying data from the field.

Quantitative research typically explored specific and clearly defined questions that examined the

relationship between two events, or occurrences, where the second event was a consequence of the

first event. Such a question might be: ‘what impact did the opportunities for gifted and talented

learners with hearing impairment in inclusive education programmes have on access by gifted and

talented learners with hearing impairment in inclusive education programmes?’ To test the

causality or link between the opportunities and access, quantitative researchers seek to maintain a

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level of control of the different variables that could influence the relationship between events and

recruit respondents randomly. Quantitative data is often gathered through surveys and

questionnaires that are carefully developed and structured to provide the researcher with numerical

data that could be explored statistically and yield a result that could be generalized to some larger

population (Pope, Ziebland, and Mays (2000).

Analysis of Qualitative Data

Qualitative data analysis ought to pay attention to the ‘spoken word’, context, consistency and

contradictions of views, frequency and intensity of comments, their specificity as well as emerging

themes and trends. Qualitative data from interviews, focus group discussions and observation were

analyzed separately by the use of narrative and thematic analysis. According to University of

Manchester (2012), narrative analysis involves analysis of narrative materials ranging from

naturally occurring narratives to oral life stories. The study focused on sequence of events during

the data collection which involved interview and focus group discussions. Qualitative data were

based on data expressed mostly in the form of words, descriptions, accounts, opinions and feelings.

Thematic analysis was used to analyze qualitative data in the study. It was performed (William,

2011) through the process of coding in six phases to create established meaningful patterns. The six

steps included becoming familiar with the data, generating initial codes, searching for themes,

reviewing themes, defining and naming themes and producing the report.

The variant of triangulation design used was convergence model. According to Tashakkori and

Tedllie (2003), the model requires that qualitative data and quantitative data are analyzed separately

then the data results are compared, that was creating codes and themes qualitatively, then counting

the number of times they occur in the text data. Statistical Package for Social Sciences (SPSS)

programmecomputer version 22 was used to organize quantitative data and presented in graphs,

pie-charts, frequency tables and percentages while qualitative data was analyzed according to the

themes of the study. Both data were then compared to draw conclusions on the findings of the

study. The data analysis was based on the four objectives of the study.

.

Analysis of Interviews and Focus Group Discussion

Johnson and Christensen (2008) define data analysis as creating meaning out of raw data. They

suggest a process of data analysis that involves data collection, data entry and storage, segmenting,

coding and developing category systems, identifying relationships (e.g. themes, patterns and

hierarchies), constructing diagrams, tables and graphs and finally corroborating and validating

results. This researcher employed a qualitative analytic method referred to as thematic analysis to

analyse qualitative data. It was a method that was used for identifying, analysing and reporting

themes within data. It was useful in organising and describing research data in detail. Thematic

analysis goes beyond descriptions and interprets various aspects of the research topic (Boyatzis,

1998). One of the benefits of thematic analysis was that it was flexible implying that it was

compatible with both essentialist and constructionist paradigms. This study was generally situated

within a constructionist perspective and therefore thematic analysis was also suitable. According to

Braun and Clarke (2006), thematic analysis can be a constructionist method which examines ways in

83


which events, realities, meanings and experiences are a result of a variety of discourses operating

within society.

Analysis of Observation

As indicated earlier, observation was donein the 6 academic departments and the sports department.

The observation focussed on resources, inclusive practices, and co-curricular activities and was coded

in order to corroborate information from the other participants and sources. They were finally

grouped and reported in two sections; physical resources and inclusive practices. Findings were

interpreted then discussed.

Conclusion

Kenya did not have sufficient number of trained teachers for special needs education, educational

assessment and research center officers, quality assurance and standards officers, ENT doctors,

audiologists, speech therapists, guidance and counseling officers and social workers. There was

need to develop clear policy to help control provision of related services to gifted and talented

learners with hearing impairment.

Developed countries had viable policy framework and teacher learner ratio which was manageable

which made provision of related services to the learners possible, so developing countries needed to

borrow such ideas. Teachers trained in technical education should be encouraged to register for in-

service courses in special needs education to understand the unique needs of gifted and talented

learners with hearing impairment in inclusive education programme. There was need to harmonize

national policy expectations,with teachers and learners expectations so that there was a connection

between education and learners lives.

Recommendations

1. The government needed to train enough professionals such as curriculum support officers to

assess the learners, ENT doctors, speech therapists, audiologists and psychologists to be

attached to institutions to provide related services to gifted and talented learners with

hearing impairment in inclusive education programmes.

2. The quality assurance and standards officers should be trained in special needs education to

guide provision of related services offered to gifted and talented learners with hearing

impairment in inclusive education programmes.

3. Technical education teachers’ training should incorporate aspects of special needs education

to help them understand effect of related services offered to gifted and talented learners with

hearing impairment on performance.

84


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Documents

RELATED SERVICES OFFERED TO GIFTED AND TALENTED … · Authority (ACARA) (2012) provides that inclusive education is providing the best possible learning environment for all children