Department of Special Needs Education & Rehabilitationhttps://repository.maseno.ac.ke/handle/123456789/2752024-03-28T11:38:58Z2024-03-28T11:38:58ZConstituent order in Flemish Sign Language (VGT) and South African Sign Language (SASL): a cross-linguistic studyMyriam Vermeerbergen, Mieke Van Herreweghe, Philemon Akach, Emily Matabanehttps://repository.maseno.ac.ke/handle/123456789/54892022-11-07T13:51:32Z2007-01-01T00:00:00ZConstituent order in Flemish Sign Language (VGT) and South African Sign Language (SASL): a cross-linguistic study
Myriam Vermeerbergen, Mieke Van Herreweghe, Philemon Akach, Emily Matabane
his paper reports on a comparison of word order issues, and more specifically on the order of the verb and its arguments, in two unrelated sign languages: South African Sign Language and Flemish Sign Language. The study comprises the first part of a larger project in which a number of grammatical mechanisms and structures are compared across the two sign languages, using a corpus consisting of similar VGT and SASL-data of a various nature. The overall goal of the project is to contribute to a further understanding of the issue of the degree of similarity across unrelated sign languages. However, the different studies also mean a further exploration of the grammars of the two languages involved. In this paper the focus is on the analysis of isolated declarative sentences elicited by means of pictures. The results yield some interesting similarities across all signers but also indicate that — especially with regard to constituent order — there are important differences between the two languages.
The article can be accessed in full via: https://www.jbe-platform.com/content/journals/10.1075/sll.10.1.04ver
2007-01-01T00:00:00ZTeachers` level of support in the use of teaching and learning resources of learners who are physically challenged in regular primary Schools in Kisumu West Sub County, Kenya.Obara, D. A., & Were, C. M.https://repository.maseno.ac.ke/handle/123456789/49692022-02-15T09:13:03Z2020-01-01T00:00:00ZTeachers` level of support in the use of teaching and learning resources of learners who are physically challenged in regular primary Schools in Kisumu West Sub County, Kenya.
Obara, D. A., & Were, C. M.
The Government of Kenya made inclusive education a policy requirement in the
provision of education to all children. Research has shown that the support given by
teachers plays a very important role in curriculum implementation that ensures
success in a child`s career. Education Assessment records in Kisumu county indicate
that between the year 2012 and 2016, 846 learners who are physically challenged had
been assessed and placed in regular schools in Kisumu West, Kisumu Central and
Kisumu East sub-counties, out of which 246 had dropped out of school. However,
Learners who are physical challenged often drop out of school more as compared to
their regular counterparts particularly in Kisumu West Sub-County. The number of
learners who are physically challenged enrolled in regular primary schools has been
decreasing due to dropouts despite the fact that officers in Kisumu EARC conducted
sensitization programs and workshops yearly for teachers and stakeholders in
education. This decrease is confirmed at 138 (31.9%), which is higher as compared to
the dropout of neighboring sub-counties namely: Kisumu East 31 (21.8%) and Kisumu
Central 77(28.4%). Reason for this high dropout has not been established. The purpose
of this study was therefore to establish teachers’ level of support in the use of teaching
and learning resources of learners who are physically challenged in regular primary
schools in Kisumu West Sub-County and objective of this study therefore was to
establish teachers’ level of support in the use of teaching and learning resources of
learners who are physically challenged. A conceptual framework was used to show the
interaction of dependent and independent variables. The study adopted descriptive
survey research design. Target population of the study consisted of 15 head teachers,
30 teachers, 6 EARC coordinators and 90 learners who are physically challenged.
Saturated sampling technique was used to select 13 head teachers and 4 EARC
coordinators, while purposive sampling was used to select 27 teachers and 81 learners
who are physically challenged. Data was collected using questionnaires, interview
schedules and observation checklist. Face and content validity of instruments was
established through expert judgment and revision. Reliability of instruments was
established through test-retest method on 10% of study population using Pearson’s
product correlation. Reliability coefficient for head teachers questionnaire was 0.8,
teachers’ questionnaires was 0.9; Learners who are physically challenged
questionnaires was 0.7. This was above the accepted value of 0.7. Correlation
coefficient analysis was used to establish teachers’ level of support in the use of
teaching and learning resources f learners who are physically challenged. Quantitative
data was analyzed using frequency counts, percentages and mean. Qualitative data
from interview and observation schedules were collected, organized and categorized
into themes and sub-themes, which were reported. Findings of the study indicated that
most regular primary schools did not have adequate adapted teaching and learning
resources required for learners who are physically challenged. The study
recommended that Ministry of Education should ensure adequate supply of adapted
2020-01-01T00:00:00ZExtent of adaptation of teaching and learning strategies in inclusive public centers in Kisumu county,KenyaKundu Scholastic Namuki, Okutoyi Joelhttps://repository.maseno.ac.ke/handle/123456789/48742022-02-07T18:02:48Z2020-01-01T00:00:00ZExtent of adaptation of teaching and learning strategies in inclusive public centers in Kisumu county,Kenya
Kundu Scholastic Namuki, Okutoyi Joel
Inclusive teaching and learning strategies strive to meet the needs of all learners,
regardless of difficult or need and support their engagement with the subject material.
One of the important principles of inclusive education is about teaching for diversity; this
means that the teacher has to be flexible and adaptive, recognize that different learners
have different ways and styles of learning, interpreting and understanding information.
An inclusive school must offer possibilities and opportunities for a range of working
methods and individual treatment to ensure that no child is excluded from
companionship and participation in the teaching and learning process otherwise their
learning would be jeopardized. A survey in Kisumu indicated that there were 662 public
ECD centers with 17 known to be having children with diverse needs in their regular
schools, however little was known on the extent to which these diverse individual needs
were being met during the teaching and learning process. The purpose of this study
therefore was to establish the extent to which teaching and learning strategies were
adapted in inclusive ECD centers in Kisumu County. A descriptive survey design was
used. The target population was 17 head teachers and 37 regular teachers. Saturated and
purposive samplings were used to select 15 head teachers and the 34 regular teachers.
Data was collected using questionnaires, observation and interview schedules.
Quantitative data was analyzed using descriptive statistics; frequency counts, percentage
and mean. Qualitative data was transcribed and analyzed through thematic analysis. The
findings revealed that the teaching-learning strategies were adapted to a large extent witha mean of M=4.44. The extent to which certain inclusive teaching and learning strategies
were used had a mean of 3.93 implying that the strategies used in these schools were
inclusive to large extent. This study implies that learners in inclusive schools were able
to participate effectively in the learning process as their needs were adequately met. The
study recommends that teachers embrace all-inclusive strategies in order to maintain
interactive sessions in classes.
2020-01-01T00:00:00ZDifferences In Self-Concept Among Low Vision Learners And Those Who Are Totally Blind In Primary Schools, Kenya21. Were Charles Michaelhttps://repository.maseno.ac.ke/handle/123456789/48612022-02-04T06:06:26Z2020-01-01T00:00:00ZDifferences In Self-Concept Among Low Vision Learners And Those Who Are Totally Blind In Primary Schools, Kenya
21. Were Charles Michael
Self-concept is one of the most popular ideas in psychological literature. Unfortunately self-concept is also
illusive and often poorly defined construct. Terms such as self-concept, self-esteem, self-worth, self-acceptance are often
used interchangeably and inconsistently, when they may relate to different ideas about how people view themselves. The
Purpose of this study was to determine if learners with low vision had a higher self-concept than those who were totally
blind.The population of the study was 291 visually impaired pupils. A sample of 262 respondents was drawn from the
population by stratified random sampling technique based on their visual acuity. (189 partially sighted and 73totally
blind). One instrument was used in this study: Pupils’ self-concept. Data analysis was done at p≤0.05 level of significance.
The data was analyzed using analysis of variance (ANOVA) structure. The study established that there was indeed a
difference in self-concept among visually impaired pupils in Kenya. The study therefore recommended that the lower self concept observed among totally blind pupils should be enhanced by giving counseling and early intervention to those
group of pupils with a view to helping them accept their disability.
2020-01-01T00:00:00ZLow Vision Devices For The Blind, Yes. What Are The Challenges?Charles Michael Werehttps://repository.maseno.ac.ke/handle/123456789/47622022-01-29T12:57:35Z2021-01-01T00:00:00ZLow Vision Devices For The Blind, Yes. What Are The Challenges?
Charles Michael Were
: It has been observed that when users of low vision devices view through the optical centre of the devices,
they tend to shield light that fall at the centre thus reducing visibility of whatever one was to regard, such positions cause
fatigue for the low vision user thus reducing the time taken on task, and limit low vision functioning. Some devices like
the stand magnifiers and the C.C.T.V are bulkier to handle and as such may not be portable on excursions. It would seem
that most low vision devices are useful in classrooms where one has to sit at a desk and view through the devices. Such
arrangements tend to limit usage and therefore imposing limitations of function to the user. Stand magnifiers that use
batteries require regular supply of batteries. The extra expense of buying batteries and bulbs can make them unaffordable
to some learners. Proper visual environment which allows for maximum comfort and visual performance is essential for
the low vision learner. In designing the proper visual environment for children with visual impairments, careful
consideration should be given to the individual needs of each low vision learner based on the requirements of the visual
task. With proper training learners with low vision can read rapidly with optical devices. The study by Sykes (quoted in
Harley, 1984) indicated that visually impaired high school students were able to read as well with optical devices and
standard print as with large print. Since large print is not always available, optical devices can provide a more convenient
and equally effective choice for some learners with low vision. Before beginning class activities, the classroom must be
prepared to maximize the amount of time the student will spend on the activity. Barraga (1983) noted that magnifying
devices and prescription of optical aids have received increasing attention from clinicians and instructors as a valuable
means of increasing the use of functional vision and efficiency in both near and distance visual functions. The purpose of
this study was to find out challenges posed by low vision devices to learners with low vision. The study was carried out in
five primary schools for the visually handicapped in Kenya. The study population included 90 teachers and 80 eight
learners with low vision, a sample of 65 teachers and 78 learners took part in the study. Survey research design was used
to collect data. Research instruments were questionnaires, observation schedule, interview schedule, a reading proficiency
test and document analysis. Validity of the instruments were overcome by the researcher giving the research instruments
to three experts on the topic of study who validated the contents of the instruments. Reliability was done by test re-test
method. Data was analyzed by use of descriptive statistics that included frequency counts, percentages and the means.
Findings of the study were that low vision learners lacked devices that can make them access curriculum content to the
full. Recommendations of the study were: regular case conferencing be held among low vision team members to chart out
learning needs of learners with low vision, and more contact time for the schools for the visually handicapped be created.
Findings from the research could help curriculum developers at the Kenya Institute of Education to adapt and improve
on low vision training curriculum. The Directorate of Quality Assurance and Standards also will glean information that
will help in stocking classrooms with optical and non-optical low vision devices.
https://www.ijiras.com/2021/Vol_8-Issue_4/paper_20.pdf
2021-01-01T00:00:00ZInfluence of Kenyan sign language on syntactical patterns of written English in primary schools for the deaf in KenyaC Ruth Samoei, Adoyo Peter Oracha, J Edward Kochung, Joel Okutoyihttps://repository.maseno.ac.ke/handle/123456789/45362022-01-22T13:10:57Z2020-01-01T00:00:00ZInfluence of Kenyan sign language on syntactical patterns of written English in primary schools for the deaf in Kenya
C Ruth Samoei, Adoyo Peter Oracha, J Edward Kochung, Joel Okutoyi
Performance of English in KCPE examination by learners who are deaf has shown a trend of low scores as compared to their hearing counterparts in Nakuru Region. For four consecutive years; 2010, 2011, 2012 & 2013 English mean scores by learners who are deaf in six primary schools in Nakuru region, Kenya were: 29.74, 31.41, 29.58, & 30.27 respectively, while in six selected regular primary schools within the same counties in the respective years, English mean scores were: 48.74, 47.89, 47.87& 56.24. A number of studies have looked at effect of language of instruction and age of onset of hearing loss as variables, yet none considered Effect of Kenya Sign Language (KSL) on written English grammar. The purpose of this study was to analyse the influence of KSL on syntactical patterns of written English written English grammar among learners who are deaf among learners who are deaf in classes five, six and seven in Nakuru Region. Objectives of this study were to: determine influence of KSL on syntactical patterns of written English written English grammar among learners who are deaf in classes five, six and seven. In this study, Language learning was guided by behaviourist theory by who? Descriptive research design was used. Data collected was used to describe nature of existing conditions and relationships. The study was carried out in Nakuru Region, Kenya. Target population comprised 157 learners who are deaf and 21 teachers for English. Saturated sampling technique was used to select 141 learners and 18 teachers. Data was collected using document analysis guide and questionnaire for teachers. Reliability of research instruments with a correlation coefficient(r) of 0.75 was accepted in a pilot study involving 16 learners and 3 teachers, constituting 10% of research population. Face validity of research instruments was established by experts in Department of Special Needs Education of Maseno University. Qualitative data was organised into categories and reported in verbatim as themes and sub-themes emerged. Results from this study established that: learners had difficulties in syntax. OSV word order basic for KSL was evident in students’ written English grammar instead of SVO basic word order for English. This study concluded that KSL had negative impact on syntactical patterns of written English, written English grammar among learners who are deaf among learners who are deaf in classes five, six and seven in Nakuru Region, Kenya. This study recommended use of bilingual approach as a media of instruction to enhance mastery of English grammar for learners who are deaf
2020-01-01T00:00:00ZSouth African Sign Language and Flemish Sign Language: Similar or different? Corpus-based research focusing on reference trackingMyriam Vermeerbergen, Mieke Van Herreweghe, Philemon Akach, Emily Matabanehttps://repository.maseno.ac.ke/handle/123456789/33942020-12-11T08:11:31Z2007-01-01T00:00:00ZSouth African Sign Language and Flemish Sign Language: Similar or different? Corpus-based research focusing on reference tracking
Myriam Vermeerbergen, Mieke Van Herreweghe, Philemon Akach, Emily Matabane
There are a number of indications for a high degree of similarity between grammars of different sign languages studied so far. These observations are almost exclusively based on the analysis of American, Western European and Australian sign languages. However, more recent research into Asian sign languages (cf. Zeshan, 2000) and African (village) sign languages (cf. Nyst, 2004; Nyst & Perniss, 2004; Schmaling, 2000) seems to challenge this assumption. Therefore a larger project was set up looking at the linguistic structures of a Western European sign language, i.e. Flemish Sign Language (VGT), and an African sign language, i.e. South African Sign Language (SASL) (cf. Akach et al., 2006; Akach et al., in press). The research presented here is part of that project. Aims and objectives In order to compare both sign languages we decided to focus on reference tracking. It thus becomes possible to deal with some of the currently debated matters in sign language research, viz. the position of gesture in sign languages and sign linguistics (Liddell, 2003; Schembri, et al, 2005) and the role of iconicity (Cuxac, 2000; Demey, 2005). The reference tracking devices we studied are: • constructed action • shifted attribution of expressive elements • “classifier constructions” • the use of space with pointing signs and/or indicating verbs • aspects of word order • a combination of some of these. There have been some small-scale studies in this domain both in SASL (Aarons & Morgan, 2003) and in VGT (Van Herreweghe & Vermeerbergen, 2003). The present study aims at expanding our understanding of these mechanisms in the two studied languages and in sign languages in general. We have also examined how some of the above mechanisms relate to the paradigm as proposed by Cuxac (1996; 2000) and Sallandre (2003) with respect to the use of “des Structures de Grande Iconicité” and mainly “des Transferts Situationnels” and “des Transferts Personnels”. Research Design It was decided to set up a cross-linguistic study involving the analysis of two comparable corpora of semi-spontaneous narratives. The elicitation materials used were sets of drawings forming five different short stories. Four VGT (near-)native signers (two male, two female) were asked to look at these pictures and to narrate the stories in Flemish Sign Language. Each signer was asked to recount the story in VGT to a Deaf addressee and the stories were videotaped. The procedure was replicated with four SASL (near-)native signers (two male, two female, of whom two black, one Indian and one white). Subsequently, the stories were transcribed and analysed. Results and Discussion The results bear out that there are remarkable similarities between both sign languages with regard to a number of the studied reference tracking devices. We suggest that this is related to the “de l’eau pétillante” nature of the data. There is a continuum between two different manifestations of sign language use with on the one end a form which makes maximum use of the possibilities offered by the visual-gestural modality (e.g. iconicity, use of space, simultaneity), called de “l’eau pétillante”, and on the other end a form more resembling oral language non-iconic sequential organisation, called “de l’eau plate” (Vermeerbergen, 2006). Vermeerbergen et al. (submitted) focussed on de l’eau plate of isolated declarative sentences in SASL and VGT which yielded a number of striking differences. However, when studying the sparkling water of narratives as in the present study the similarities between the two sign languages involved are very salient.
AFLiCo Conference, Date: 2007/05/10 - 2007/05/12, Location: Lille, France.The article can be accessed in full via URL:https://lirias.kuleuven.be/1919592?limo=0
2007-01-01T00:00:00ZWhat is South African sign language? What is the South African deaf communityPhilemon Akach, Eline Demey, Emily Matabane, Mieke Van Herreweghe, Myriam Vermeerbergenhttps://repository.maseno.ac.ke/handle/123456789/33932020-12-11T08:03:45Z2009-05-11T00:00:00ZWhat is South African sign language? What is the South African deaf community
Philemon Akach, Eline Demey, Emily Matabane, Mieke Van Herreweghe, Myriam Vermeerbergen
SUMMARY What is South African Sign Language? What is the South African Deaf Community? These two questions may look simple but answering them is quite complicated. It is a well-known fact that across the world, the majority of deaf children have hearing parents who are not likely to know a signed language. These children start acquiring their signed language only when beginning (pre) school. The atypical acquisition process is but one of the factors likely to influence any signed language. Another such factor is the spoken language used by the surrounding hearing community. Both (deaf) education and (spoken) language use are complicated issues in South Africa. It is therefore not hard to understand that determining the nature of South African Sign Language is also far from simple. And because it is the signed language which is the most important defining characteristic of any Deaf community, defining the South African Deaf Community is not simple either. This chapter gives an overview of past positions on both these questions and aims at providing some preliminary answers.
2009-05-11T00:00:00ZStrategies used in teaching English composition to learners with hearing impairment in NyanzaR. Ogada , P. Oracha , E. J. Kochung and P. M. Matuhttps://repository.maseno.ac.ke/handle/123456789/31722020-12-01T11:58:51Z2012-01-01T00:00:00ZStrategies used in teaching English composition to learners with hearing impairment in Nyanza
R. Ogada , P. Oracha , E. J. Kochung and P. M. Matu
The Kenya Certificate of Primary Education (K.C.P.E) and Mock results in the last five years show that learners with hearing impairment perform poorly in English compared to their hearing counterparts in schools in Nyanza Province. A summary of the national examination scores in 2009 and 2010 put English composition scores at 40.48% and 42.70% respectively. The purpose of this study was to establish strategies used in teaching English composition to learners with hearing impairment in Nyanza Province. A descriptive survey design was used in this study. A sample of 61 learners and 4 teachers of English were used in this study. Data was collected using lesson observation schedules and questionnaires. Results of this study indicate that repetition, discussion, questioning, guided writing and demonstration were the most frequently used strategies in teaching English composition to learners with hearing impairments. However, group work, peer-teaching, story-signing, cooperative teaching; and dramatization were the least used strategies. These findings are important since they reveal that the most effective strategies such as peer teaching cooperative teaching and dramatization are least used with learners who are deaf and this may be the cause of poor performance in English writing composition.
2012-01-01T00:00:00ZInstructional strategies in teaching literacy skills to learners with cerebral palsy : a case study for special classes in KenyaSarah A.O Obinga and E.J. Kochunghttps://repository.maseno.ac.ke/handle/123456789/31712020-12-01T11:55:57Z2011-01-01T00:00:00ZInstructional strategies in teaching literacy skills to learners with cerebral palsy : a case study for special classes in Kenya
Sarah A.O Obinga and E.J. Kochung
multiple-case study examined the teaching of literacy skills to pupils with Cerebral Palsy (CP) in special schools in Kenya. Cerebral palsy refers to paralysis of the brain and mainly affects muscle tone, which interferes with voluntary movement and delays in gross and fine motor development. These children are extremely a heterogeneous group and have functional abilities that vary given the unique differences in their conditions, abilities and needs. Characteristics of these children include paralyzed speech muscles and uncoordinated movements. The study focused on pupils experiencing functional motor limitations involving speech and hand use. These pupils have varying degrees of challenges in terms of their learning ability that calls for variations in instructional strategies aimed at addressing their individual needs. The study examined instructional strategies used by teachers and how those strategies are individualized and adapted to suit the special needs of each learner. The study used four teachers and used four classes with physical disabilities but specifically those with CP. Four teachers participated in the study and each teacher was a case. The study used observation method. The finding of this study has indicated that the number of pupils in a class affects and determines instructional strategy used by the teacher. It also revealed that teachers of learners used verbal and non-verbal approaches and applied different or a combination of instructional approaches to address the individual needs of each learner. The study further revealed that most teachers of children with CP individualised their instructional strategy. The study recommends that the government should consider reducing the number of learners in a class particularly those with cerebral palsy and that the training of teachers dealing with CP children should emphasize diversity of learners.
2011-01-01T00:00:00Z