Teaching Strategies in Basic Mathematical Operations for Hearing Impaired Learners at the University Practice Inclusive School -South Campus, Winneba Ghana
The study investigates the teaching and learning strategies used in teaching Basic Mathematical Operations to learners who are hearing impaired in the University Practice South Inclusive School, Winneba. This study is a qualitative case study in which a total of 12 respondents were accessed during the study. This comprised five (5) teachers and seven (7) pupils from the upper primary level who were sampled using non-probability census sampling technique. Semi-structured interview guide and work sample analysis of pupils were used to collect data for the study. Data collected was analyzed thematically from the responses of respondents to the two research questions that guided the study. The study revealed that individual, home, school and teacher factors such as inadequate instructional aids and the use of sign language greatly influenced the teaching and learning outcomes of Basic Mathematical Operations to hearing impaired learners. From a summary of findings gathered from the study, it is recommended that school management boards educate parents during Parents Teachers Association meetings on the need to provide adequate support to their wards who fall under the challenge category of hearing impairment to enable them concentrate during instructional periods. Furthermore, the Special Education Unit and the Head-teacher of the school should ensure that teachers vary their pedagogy of teaching Basic Mathematical Operations by employing methods such as heuristic method, group work, repetition method and the use of games. This would improve the understanding of pupils who are hearing impaired in class and enhance the overall teaching and learning outcomes.
Anderson, J., Briner, A., Irons, C., Shield, M., Sparrow, L., & Steinle, V. (2007). The Origo handbook of mathematics education (Section 3.1). Australia: Origo Education.
Antia, S. D. & Guardino, C. (2005). Longitudinal study of DHH students in general education class rooms: Internal consistency reliability of the social skills Rating system. Unpublished data.
Badura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
Castejon, S. and Perez, A. M. (1998). A casual-explicative model of psychosocial variables in academic performance. Revista Bordon, 50 (2). 6) 1-29.
Christensen, L. (2012). Educational, quantitative, qualitative and mixed approaches (4th ed.). California: Sage Publication Inc.
Fraenkel, J. R., & Wallen, N. E. (2009). How to design and evaluate research in education. (7th Ed). New York: McGraw-Hill Companies Inc.
Gadagbui, G. Y. (2012). Home school partnership and counselling. Winneba: Department of Special Education, UEW.
Ghana Education Service (2009). Special education division statistical extract 2000- 2006. Accra: Special Education.
Grouws E. (2004). Handbook of research on mathematics teaching and learning. New York: MacMillan.
Hancock, B. (2002). Trent focus for research and development in primary health care: an introduction to qualitative research. Nottingham: Trent Focus Group.
Mokgaetsi, S. R. (2009). Factors Contributing towards poor performance of grade 12 learners at Manoshi and Mokwatedi High Schools. Unpublished mini dissertation.
Myers, D. G. (2001). Psychology (6th ed.). New York: Worth Publishers.
National Council of Teachers of Mathematics of America (2000). Principles and standards for school mathematics. VA: NCTM Reston.\
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: AuthorNational Research Council of Kenya (2012).
Evaluation of Teacher Factors Associated with Mathematics Performance in Primary Schools in Kenya. International Journal of Scientific Research in Education, 5(1), 47-62.
Pagliaro, C. M. & Foisack, E. Kelly, R. (2010). The Mathematics performance of deaf, hard of hearing, and hearing students in Sweden: A comparison study. Poster 129 session presented at the 21st International Congress on Education of the Deaf. USA; Oxford University Press. Philadelphia.
Sekyere, F. O. (2008). Academic performance of deaf pupils in selected junior secondary schools for the deaf in Ghana. Unpublished master’s thesis, University of Education, Winneba.
Siegel, J. (2008). Where are we in deaf education reform? Retrieved from National Association of the Deaf. Retrieved from http://ww.nad.org. on 19th August, 2021.
Stein, C. (2013). Hearing Impairment and ADHD: How they Affect Students’ Ability to Learn Math. Georgia. Georgia College and State University.
Swanwick, R., Oddy, A., & Roper, T. (2013). Mathematics and Deaf Children: An exploration of barriers to success. Deafness and Education International, 7(1):1-21.
Utah State Office of Education (2013). Utah’s early childhood state standard with strategies and activities. Retrieved from: http://schools.utah.gov/ CURR/preschool kindergarten/ Home/strateWebBook2-21.aspx.
Williams, L. (2013). Indian diversity in the UK: an overview of a complex and varied population. San Domenico di Fiesole. European University Institute, Robert Schuman Centre for Advanced Studies.
Wilson, S.W. (2015). Elementary school mathematics properties. Mennesota: John Hopkins University.