TEACHERS CHALLENGES IN MODIFICATION OF EBD IN LEARNERS WITH HEARING IMPAIRMENT TO ACHIEVE ACADEMIC PERFORMANCE IN METROPOLITAN REGION IN KENYA

Elizabeth Nelima Simiyu, Beatrice A. Bunyasi, George W. Mathenge

Abstract


Learners with hearing impairment who also have Emotional and Behavioural Disorders (EBD) suffer additional problems that greatly impact their academic achievement, particularly in inclusive and metropolitan schools in Kenya. Teachers play an important role in altering these behaviours; nevertheless, they face a number of challenges that restrict their effectiveness. This study looked into the difficulties teachers experience while addressing emotional and behavioural issues in students with hearing impairments in order to improve academic performance in Kenyan urban areas. The study followed a descriptive survey approach and focused on instructors working in special schools and inclusive units in urban locations. Questionnaires and interviews were used to collect data, which were then examined qualitatively and quantitatively. According to the findings, teachers face significant problems such as insufficient training in special needs education, low competency in Kenyan Sign Language, insufficient teaching and learning tools, overcrowded classrooms, and negative or mixed attitudes toward students with dual needs. Furthermore, communication hurdles and a lack of parental and institutional support exacerbate behaviour adjustment efforts.

Keywords


learners, hearing impairment, emotional and behavioural disorders, teacher challenges

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References


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DOI: http://dx.doi.org/10.46827/ejse.v12i5.6891

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