PERCEIVED SOCIAL AND EMOTIONAL CHALLENGES OF HEARING IMPAIRED STUDENT IN INCLUSIVE SCHOOLS IN RIVERS STATE

Abstract

The inclusion of students with hearing impairment in inclusive schools came as educational policies in Nigeria in order to eliminate the risk of students with hearing impairment being excluded from the teaching and learning that goes on in schools. One amongst other benefits of inclusion was not only academics but also for the development of social relation between students with hearing impairment, their teachers, hearing students and the society at large. This study examined the perceived social and educational problems encountered by students with hearing impairment in inclusive schools in Port Harcourt metropolis, Rivers State. Two research questions guided the research. The descriptive survey design was adopted for the study. Twenty (20) students with hearing impairment from all inclusive schools in Port Harcourt metropolis in Rivers State were the respondents. The data was analysed by using descriptive statistics of percentages and means. The findings revealed amongst others that inability to interact with their hearing peers and inadequacy of teaching and learning materials respectively are the perceived social and educational problems aforesaid. More so, there was no significant difference in the social and educational problems encountered by hearing impaired students in inclusive schools on the basis of gender. Among the recommendations, therefore made are the need to encourage social interaction among
students with hearing impairment and their hearing peers as well as government provision of resources that can assist teaching and learning.