TABLE OF CONTENTS
CHAPTER ONE
Introduction
1.1
BACKGROUND TO THE STUDY
1.2 STATEMENT OF THE PROBLEM
1.3 PURPOSE OF THE STUDY
1.4
SIGNIFICANCE OF THE STUDY
1.5
DELIMITATION OF THE STUDY.
1.6
LIMITATION OF THE STUDY
1.7
RESEARCH QUESTIONS
1.8
DEFINITION OF TERMS
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 History and Evolution of special Education
in the world and in Nigeria
2.2 Terms in special Education, types and classifications
2.3 Auditory impairment, types and
classifications
2.4 Teaching methodology for formal Education
2.5 Teaching methodology for auditory
impaired learners.
2.6 Dramatization as a teaching methodology
for auditory impaired learners.
2.7 Summary and conclusion of related
literature.
CHAPTER THREE
3.1 METHODOLOGY
3.2
RESEARCH DESIGN
3.3
RESEARCH POPULATION
3.4 SAMPLE AND SAMPLING TECHNIQUES
3.5
RESEARCH INSTRUMENT
3.6
INSTRUMENT VALIDATION
3.7
METHOD PROCEDURE FOR DATA COLLECTION
3.8
METHOD FOR DATA ANALYSIS
CHAPTER FOUR
DATA ANALYSIS
4.1
TESTING OF HYPOTHESIS
4.2
DISCUSSION OF FINDINGS
CHAPTER FIVE
SUMMARY, CONCLUSION, RECOMMENDATIONS AND
SUGGESTION FOR FURTHER RESEARCH
5.1
SUMMARY
5.2
CONCLUSION
5.3
RECOMMENDATIONS
5.4
SUGGESTION FOR FURTHER RESEARCH
REFERENCES
PERFORMANCE TEST
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Education
is a universal phenomenon and a lifelong process. It is described as an
“instrument for excellence for effecting National Development In the National
policy of Education (Page III, 4th Edition {2004}), this implies
that it is indispensable tool with a goal to help an individual develop
morally, intellectually and physically so that such a person can achieve his/her unique potential
in life. The Nigeria Education system therefore had its foundation in the
following:
Ø
Indigenous or Traditional Education
Ø
Islamic Education
Ø
Christian Missionary Education
Ø
Education Ordinance
Ø
National Curriculum conference of 1959 (Olusegun
Egunjobi et al, 2006).
Which
today has materialized into three (3) broad types, these are formal, informal
and non-formal.
i.
Formal Education: This is this most popular type
of Education in Nigeria and its also called “Schooling” it is the structured
system of teaching and learning which takes place within the four walls of
classroom or within a school setting. Examples of these are: primary schools,
secondary schools, vocational and technical schools, colleges of Education
among others.
ii.
Informal Education: This refer to all indirect
influences on the behaviour of an individual and examples or avenues through
which informal Education is carried out are: the home, religious institutions,
peer groups, media etc. (Fageyinbo, M. O 2004).
iii.
Non- Formal Education: This type of education
has both element of formal and informal Education but it can be said to be
deliberate and organized education that takes place outside the classroom and
does not follow a particular structure but is done at the learner’s pace and at
his/her convenient time.
In
light of this, it is stated in the National Policy on Education (1981) and the
universal Basic Education (U.B.E) programme (1999) that “every child of school
age shall have a right to equal opportunities without exception and indeed
emphasis that a child’s mental, physical, emotional or psychological limitation
should not be a hindrance to the acquisition of Education. This goal however
did not fully materialize on time in Nigeria because formal education
(i.e. schooling) was initially restricted to children that were considered or
thought of as “normal” therefore children who due to one form of disability or
handicapped situation were exceptional did not go through the formal education
infact, a child born with any sign of deformity was usually seen as an abnormal
child who brought misfortune to the parents and the society at large, so more
often than not such children were ridiculed, neglected, castigated, some were
sacrificed to the gods, some died while some became wanderes.It is sad to
note that even in this twenty first (21)
century some of these children are still being maltreated.
Things
took a positive turn in the 60’s as Christian Missionaries established schools
for the handicapped in several parts of the country and in the years that
followed, the 70’s to be precise, special schools structures were set up
Nationwide especially in Oyo state. Today, Nigeria has at least seventy-three (73) special schools
nationwide (Obani, 2004).
However,
in the education of special children, adequate attention should be giving to
those who are auditory impaired; this is because of the Nature of their
disability. Theirs is a condition in which they are fully or partially unable
to detect or perceive at least some frequency of sounds which can typically be
heard by other people (Wikipedia, the free encyclopedia, 2009).
These
people (i.e. auditory impaired) are often classified as the most difficult or
they create the most educational and social training problems. They are
characterized by poor language development, receiving inadequate auditory feedback
and always poor reading test which lead to an increase gap in vocabulary
growth. They also face challenges in completing sentences, construction of
words and are known for their inconsistency in word formation.
There
have been so many factors attributed to the ineffectiveness of teaching
Auditory impaired learners. Among which are lack of trained personnel,
inadequate funding, lack of appropriate instructional materials, poor teaching
methodology, irrelevant curriculum etc.
The
issue of methodology however is of immense importance because it is seen as the
overall strategy and means adopted by the teacher to carry out his job
effectively as the teacher plays a very major role is disseminating knowledge.
A method in a Layman’s language can be described as a way of doing something
i.e. the system or orderlines that can be adopted to making teaching effective.
Teachers must consider three (3) important aspects before choosing methods.
These are cognitive, affective and psychomotor domain of the learners. Therefore,
methods must be chosen based on the specific criteria. As such as individual
skills, students capabilities and exceptional learning outcomes (Stella Y.
Erinoso 2000).
Some
of the methods that are used in teaching regular schools especially in Nigeria are:
i.
Project method
ii.
Discussion method
iii.
Learning method
iv.
Dramatization method
v.
Peer tutoring method
vi.
Field trip method
vii.
Discovery method
viii.
Laboratory method
ix.
Syndicative discussion
etc.
(R.A Alani et al
2005, Fageyinbo 2005, Nwanyawu O. J 1999, Oludipe Daniel 2006).
In
teaching auditory impaired learner or learner with any form of disability,
special method will be required. For the auditory impaired learners, methods
suitable which appealed to their senses with exception to the sense of hearing
are highly needed. All the above listed methods are more suitable for teaching
regular students with exception to dramatisation method. This is based on the
fact that Nigeria
as a country is developing and does not have in every state the scientific and
technological teaching aid to help special learners. Dramatization therefore
can be adopted especially when auditory impaired learners are integrated into
regular schools.
The
key word in dramatization is “Drama” which is derived from the Greek word
“Dran” which means “to do”, it also connotes Action or deed (Agoro, 2001) i.e.
Drama is doing. Dramatization method therefore is one that has to do with
movement, actions. It draws fully upon the resource of language. It provides a
medium through which individual ca express their ideas and reaction to the
impression he/she receive and by repressing them learn to evaluate them. It
also helps examine what a learner thinks or feel. Through it, imaginative
observation is stimulated and deepened (Ibrahim Salamatu, 2000).
This
method is basically a non-verbal communication method that entails the
following:
§
Language of the face (facial expression)
§
Body language which includes gestures, space and
motion language.
§
Language of time.
It
is also referred to as simulation, games and role playing method and takes the
form of miming (acting without words) playlet
(short play performed to express and action) which does not need
elaborate preparations for a full play, role plying (the act of acting out
specific role(s) as performed by a part of the society.
In
relation to the auditory impaired, it is referred to as a total communication
method which is a philosophy of
educating the deaf child which is that advocates the use of any and all means
of communication to provide unlimited opportunity to develop language
competence. Included are the following: speech amplification (hearing aids),
signing, finger spelling, pantomime, reading, writing, picture and any other
possible means f converging ideas, language and vocabulary. (Riekehoy Lothie 1993).
When
used in teaching auditory impaired children this method will among many things
help:
Ø
Develop them morally, intellectually,
physically, socially for a better life in the society .
Ø
Create in the children an act of self
confidence.
Ø
Make the lesson meaningful real and concrete.
Ø
Help the learners develop broad minds about some
issues since they will understand thoroughly the proper use of it.
Ø
Provide pupils opportunities to develop their
vocabulary and improve their ability to express themselves.
Ø
Help the students develop some social skills
such as tolerance, co-operation and politeness.
Furthermore,
it is best suited because auditory impaired learners cannot hear, therefore,
any verbal communication will be meaningless; because they require a method in
which actions will of necessity speak louder than voice.
Therefore,
Dramatization method gives learners a clear picture of what is being taught,
encourages them to develop skills of self-help, arouses their natural ability,
build positive relationship with their class-mate and most importantly the
purpose of learning is well achieved
1.2 STATEMENT OF THE PROBLEM
Education in Nigeria
is supposed to provide equal opportunity for all and sundry. This however is
not happening especially among exceptional children as a large percentage of
them could be seen during school hours begging for alms at strategic places
within the society. This research work concentrate on how can this be reduced,
and how they can be taught without segregating them in our community.
Therefore, the following issues will be looked into
i.
Learning difficulties encountered by auditory impaired
learners.
ii.
The issues of methodology and how it affects teaching
and learning.
iii.
The use of dramatization method in teaching auditory impaired
learners or students.
iv.
How effective dramatization method is in teaching and
learning the auditory impaired learners.
1.3 PURPOSE
OF THE STUDY
The
purpose of this study is to investigate and examine:
·
The level of Education acquired by auditory impaired
learners.
·
Their distorted Educational goals
·
The use of dramatization methods in teaching
them to enhance their language competence and above all achieve their proposed
Education goals
1.9
SIGNIFICANCE
OF THE STUDY
This
study will be of great importance because it:
v
Aims at providing purposeful Education for
learners with auditory impairment.
v
Exposes teachers to variety of methods used in
the teaching.
v
Shows the importance of dramatization method in
teaching auditory impaired learners.
v
Provides information that could be helpful in
improving teaching and learning of auditory impaired learners.
v
Would be of immesurable help to the curriculum
developers and writers on teaching methodology.
1.10
DELIMITATION
OF THE STUDY.
The
research was carried out in Ijebu Ode Local Government area of Ogun state and
the case study was the “school for children with special needs”, Oke Aje Road,
Ijebu Ode.
1.11
LIMITATION
OF THE STUDY
This research
was limited because of the following reasons:
Ø
Lack of varieties of special schools within the
area of the study
Ø
Inadequate time
Ø
Financial constraints
Ø
Wide scope of research work.
1.12
RESEARCH
QUESTIONS
i. Are there
various methods available in the teaching and learning of auditory impaired
learners?
ii. How
effective or ineffective is Dramatization method in teaching auditory impaired
learners?
iii. Does the use
or lack of a particular method affect the learner’s communication skills?
iv. Is
Dramatization method effective for teaching of auditory impaired learners in
all subjects areas?
v. Does the use
of Dramatization method help the auditory impaired learners perform above
average?
1.13
DEFINITION
OF TERMS
Education: The overall
development of all aspect of an individual’s life. i.e. the cognitive, affective
and psychomotor to help and individual become a better person in the society.
Special Education: An aspect of
formal Education i.e. schooling which is centered on people that are either
handicapped or disabled.
Auditory Impaired: A situation where an individual cannot hear
partially or not hear at all.
Method: A particular way or form
a teacher adopts to teach learners.
Dramatization method: A method of teaching which involves non-verbal
communication, and is centered on activities that will arouse the interest of
the learners.
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