Placement Option Influence on Education Participation for Learners with Hearing Impairments in Special Public Primary Schools in Meru and Isiolo Counties- Kenya

Abstract

Globally need for education, as a measure of one's ability to function fully in today's society, is an important motivator for efforts to achieve the highest level of education in the world. The persistence underachieving of deaf students in Kenyan schools is of great concern as evidenced by final average scores in their formative and summative scores in their assessments. This study aimed to find out how placement options influence education participation for learners with hearing impairment. The study was guided by Maslows theory of motivation in learning. A phenomenological research design was utilized. The study targeted three primary schools handling learners with hearing impairments in Meru and Isiolo counties that is Kaaga, Njia, and Isiolo school for learners with hearing impairment. A thematic approach was used to analyze the qualitative data. The study revealed that the assessment of learners for placement was not effectively done. The following were some recommendations made. Parents should be made aware of the existence of EARC and its role. Learners should be assessed early enough to avoid the placement of overage learners in lower grades. The EARC should be staffed with the right and adequate personnel for effective assessment. The government should fund EARC so that the staff can effectively carry its role of sensitization and mobilization in a wide area thus helping in early identification, assessment, and placement.