Outcome of Training Teachers on Use of Verbal Communication among Children with Hearing Impairment in Kenya: Starkey Hearing Foundation Pilot Project

In developed countries, there are well–documented gains on the use of auditory-based intervention which would increase verbal communication in teaching children with Hearing Impairment. Due to the key role that verbal... [ view full abstract ]

In developed countries, there are well–documented gains on the use of auditory-based intervention which would increase verbal communication in teaching children with Hearing Impairment. Due to the key role that verbal communication play in education, there is need to enhance teacher’s skills in using this approach in classroom situation to complement other teaching approaches such as sign language. The aim of the study was to assess the outcome of the training of teachers on the use of verbal communication in children with hearing impairment in selected schools in Kenya. Four schools with 100 students were selected in Kenya to participate in the study. These schools were selected for Starkey Hearing Foundation Pilot Project due to willingness to incorporate speech into their classrooms and incorporate the use of hearing aids. Teachers were trained on the use of verbal communication with children with hearing impairment and a baseline-validated questionnaire was administered to the teachers. Approximately 50% of the teachers observed much increase in the vocalization of the students. Preliminary result suggests a perception of increased environmental sounds awareness, vocalization and increased/improved speech due to the intervention. In addition, we can conclude that training teachers on using varied approaches in classroom improves their pedagogical skills.