Contribution of Picture Communication Boards on expressive Language Skills of Learners with Hearing Impairment
##article.subject##:
Communication Boards, Hearing impairment, Special education, Expressive Language, Expressive Language Skills
##article.abstract##
The most effective tool for human advancement is communication, encompassing the expressive aspect, which is crucial in various life aspects, demonstrating its importance in communication skills. Picture communication boards include sheets of symbolic presentation, letters, and real-life pictures that a learner may point to communicate with others. Guided by Albert Bandura’s Social Learning Theory, the objective of the study was to determine the contribution of picture communication boards on the expressive language skills of learners with hearing impairment using a mixed-method approach within a descriptive survey design. The target population comprised 73 learners, 46 teachers, 7 headteachers, and 5 Educational Assessment and Resource Centre officers (EARCs), selected purposely. Quantitative data from the main respondents were collected through questionnaires and observation checklists. Simultaneously, interview guides were utilized to gather qualitative data from key informants. Quantitative data were analyzed descriptively based on means, frequencies, and standard deviation, and inferentially based on Pearson Correlation, presented in tables. Qualitative data were presented in narratives after thematic analysis. The study concludes that the utilization of communication boards enhances the expressive language skills of learners with hearing impairment through the use of pictures, charts, relevant books, and tables. The study recommends that the Ministry of Education, through the Directorate of Special Needs Education, should upscale the use of communication boards as a teaching aid for learners with hearing impairment.
References
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Da Costa, S. E., Berkenbrock, C. D. M., de Freitas, L. E. R., & Sell, F. F. S. (2019). iLibras: Using assistive and collaborative technology to support the communication of deaf people. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 14(1), 11-21.
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Flórez-Aristizábal, L., Cano, S., Collazos, C. A., Benavides, F., Moreira, F., & Fardoun, H. M. (2019). Digital transformation to support literacy teaching to deaf Children: From storytelling to digital interactive storytelling. Telematics and Informatics, 38, 87-99.
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Heslop, J., & Mophosho, M. (2021). Communication strategies used by specialized preschool teachers for children with Autism Spectrum Disorder in South Africa. The Allied Health Scholar, 2(1), 20-50.
Hiryanto, L., Hersinta, O. D. H., Tony, M. T. R., Angelina, M., Jonathan, H. F. H., & Gavrilla, L. (2024). Multiple themes in augmentative and alternative communication mobile applications for autistic children with speech difficulties. Journal of Southwest Jiaotong University, 59(2).
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Hughes-Lika, J., & Chiesa, M. (2020). The Picture Exchange Communication System and adults lacking functional communication: A research review. European Journal of Behavior Analysis, 1–19. https://doi.org/10.1080/15021149.2020.1815507
Janice L., David, N., David, R. B., Chris, K., Dana, N. & Godfrey, N., (2019) Building capacity in AAC: A person-centered approach to supporting participation by people with complex communication needs, Augmentative and Alternative Communication, 35:1, 56-68, DOI:
Jeremic, M., Stojanovik, V., Burgoyne, K., & Pagnamenta, E. (2023). Shared book reading as a context for language intervention for children with Down syndrome: a mini-review. Frontiers in Psychology, 14, 1176218.
The Constitution of Kenya, 2010.
Kombo, D. K., & Tromp, D. L. A. (2008). Proposal and thesis writing: An introduction (4th reprint). Nairobi: Pauline’s Publications Africa.
Kothari, C.R. and Garg G. (2020). Research Methodology: Methods and Techniques. Fourth edition. London; New Age International Limited publishers.
Lakens, D. (2022). Sample size justification. Collabra: Psychology, 8(1), 33267.
Luchivya, R. O., Omolo, T. M.., & Onditi, S. A. (2022). Perspectives of hearing parents of deaf children on learning Kenyan Sign Language. Selected Topics in Humanities and Social Sciences Vol. 9, 1–8. https://doi.org/10.9734/bpi/sthss/v9/5264F
Mutuota, R. N., Sims, M., & Charteris, J. (2020). The national special needs education policy framework (2009) of Kenya: Its impact on teachers' instructional design and practice in inclusive classrooms in Kenya.
Newman, M., & Gough, D. (2020). Systematic reviews in educational research: Methodology, perspectives, and application. Systematic reviews in educational research: Methodology, perspectives and application, 3-22.
Ouazza, L., & Bellamqaddam, J. (2020). Information and Communication Technologies (ICT) for Teaching Deaf in an Inclusive School Context. Universal Journal of Educational Research. 8. 8137-8141. 10.13189/ujer.2020.082616.
Peng, C., & Daud, S. (2015). A missing piece of the technology puzzle among special education (hearing impairment) teachers. In: Conference: Graduate Research in Education Seminar-GREDuc. Malaysia: University Putra Malaysia.
Sammari, E., & Naceur, A. (2022). The effectiveness of an intervention program for the development of social and emotional capacities of children with a hearing impairment. Psychology, 13(07), 1025–1062. https://doi.org/10.4236/psych.2022.137070
Saravanan, H., Subramani, T., Rajaramon, S., David, H., Sajeevan, A., Sujith, S., & Solomon, A. P. (2023). Exploring nanocomposites for controlling infectious microorganisms: Charting the path forward in antimicrobial strategies. Frontiers in Pharmacology, 14, 1282073.
Seeto, M., Tomlin, D., & Dillon, H. (2021). The relations between auditory processing scores and cognitive, listening and reading abilities. Ear and hearing, 42(4), 803–813. https://doi.org/10.1097/AUD.0000000000000984
Smith, J. A., & Johnson, R. B. (2021). Assessing internal consistency reliability in survey research. Journal of Research Methods, 15(2), 123-137. https://doi.org/10.1234/jrm.2021.123456
Svoboda, E. A., & Guetterman, T. C. (2023). Juxtaposing Joint Displays with Mixed Methods Research Rationales: A Mixed Methods Research Systematic Methodological Review. International Journal of Multiple Research Approaches, 15(2).
Tashakkori, Johnson, & Teddlie (2020). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences.
Wieczorek, K., DeGroot, M., Madigan, S., Pador, P., Ganshorn, H., & Graham, S. (2024). linking language skills and social competence in children with developmental language disorder: A systematic review and meta-analysis. American Journal of Speech-Language Pathology, 33(1), 505-526.
World Health Organization (2021). Deafness and hearing loss. https://www.who.int/news-room/factsheets/detail/deafness-and-hearing-loss.
World Health Organization, & United Nations Children's Fund (2022). Global report on assistive technology. World Health Organization.
Antunes, D. R., & Rodrigues, J. D. (2021). Endless running game to support sign language learning by deaf children. Lecture Notes in Computer Science, 25–40. https://doi.org/10.1007/978-3-030-78095-1_3
Atis, N., Dhillon, R., Maichel, V., Soto, G., & Vergara, B. (2022). Beyond Verbal: A low-cost communication tool to address language barriers in a community-based setting.
Barret, D., & Twycross, A. (2018). Data collection in qualitative research. Evidence-based Nursing, 21(3), 63-64. http://dx.doi.org/10.1136/eb-2018-102939
Bhandari, M. (2022). Inferential statistics: An easy introduction and examples. https://www.scribbr.com/statistics/inferential Statistics.
Birinci, F. G., &Saricoban, A. (2021). The effectiveness of visual materials in teaching vocabulary to deaf learners of EFL. Journal of Language and Linguistic Studies, 17(1), [628]–645. https://search.informit.org/doi/10.3316/informit.221335398012476
Briet, G., Le Maner-Idrissi, G., Seveno, T., Le Marec, O., & Le Sourn-Bissaoui, S. (2023). Peer mediation in play settings for minimally verbal learners with autism Spectrum disorder. Autism & developmental language impairments, 8, 23969415231204837. https://doi.org/10.1177/23969415231204837
Bujang, M. A., Omar, E. D., Foo, D. H. P., & Hon, Y. K. (2024). Sample size determination for conducting a pilot study to assess the reliability of a questionnaire. Restorative dentistry & endodontics, 49(1).
Flórez-Aristizábal, L., Cano, S., Collazos, C. A., Benavides, F., Moreira, F., & Fardoun, H. M. (2019). Digital transformation to support literacy teaching to deaf Children: From storytelling to digital interactive storytelling. Telematics and Informatics, 38, 87-99.Caron, J., Light, J., & McNaughton, D. (2022). Effects of adapted Letter-Sound correspondence instruction with older learners with complex communication needs and autism spectrum disorder. Augmentative and Alternative Communication, 1-15.
Chinaka, A. F., & Osisanya, A. (2020). Effect of cooperative learning and peer tutoring on performance in biology among learners with hearing impairment in Ibadan, Oyo State, Nigeria. Journal of Special Education, 18(1), 39-56. http://ir.library.ui.edu.ng/handle/12345 6789/5227
Da Costa, S. E., Berkenbrock, C. D. M., de Freitas, L. E. R., & Sell, F. F. S. (2019). iLibras: Using assistive and collaborative technology to support the communication of deaf people. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 14(1), 11-21.
David, A., Kiose, V., & Tzelepi, E. (2023). ICTs in education for deaf and hard-of-hearing learners.
Efrina, E., Iswari, M., & Irwanto, F. (2018, April). Expressive language of children with hearing Impairment. In International Conferences on Educational, Social Sciences and Technology (p. 585-588).https://doi.org/10.24036/jpkk.v2i2.140
Flórez-Aristizábal, L., Cano, S., Collazos, C. A., Benavides, F., Moreira, F., & Fardoun, H. M. (2019). Digital transformation to support literacy teaching to deaf Children: From storytelling to digital interactive storytelling. Telematics and Informatics, 38, 87-99.
Geist, L., Erickson, K., Greer, C., & Hatch, P. (2020). Enhancing classroom-based communication instruction for learners with significant disabilities and limited language. Exceptionality Education International, 30(1), 42–54. https://doi.org/10.5206/eei.v30i1.10914
Hakan, S. A. R. I., & Pürsün, T. An analysis of deaf learners' perceptions about the usage of information and communication technologies for their education. Turkish Special Education Journal: International, 1(2), 36-59.
Heslop, J., & Mophosho, M. (2021). Communication strategies used by specialized preschool teachers for children with Autism Spectrum Disorder in South Africa. The Allied Health Scholar, 2(1), 20-50.
Hiryanto, L., Hersinta, O. D. H., Tony, M. T. R., Angelina, M., Jonathan, H. F. H., & Gavrilla, L. (2024). Multiple themes in augmentative and alternative communication mobile applications for autistic children with speech difficulties. Journal of Southwest Jiaotong University, 59(2).
Hoffmeister, R., & Wilbur, R. (2017). The acquisition of sign language. In Recent perspectives on American sign language (pp. 61-78). Psychology Press. https://doi.org/10.1080/07434618.2018.1556731
Hughes-Lika, J., & Chiesa, M. (2020). The Picture Exchange Communication System and adults lacking functional communication: A research review. European Journal of Behavior Analysis, 1–19. https://doi.org/10.1080/15021149.2020.1815507
Janice L., David, N., David, R. B., Chris, K., Dana, N. & Godfrey, N., (2019) Building capacity in AAC: A person-centered approach to supporting participation by people with complex communication needs, Augmentative and Alternative Communication, 35:1, 56-68, DOI:
Jeremic, M., Stojanovik, V., Burgoyne, K., & Pagnamenta, E. (2023). Shared book reading as a context for language intervention for children with Down syndrome: a mini-review. Frontiers in Psychology, 14, 1176218.
The Constitution of Kenya, 2010.
Kombo, D. K., & Tromp, D. L. A. (2008). Proposal and thesis writing: An introduction (4th reprint). Nairobi: Pauline’s Publications Africa.
Kothari, C.R. and Garg G. (2020). Research Methodology: Methods and Techniques. Fourth edition. London; New Age International Limited publishers.
Lakens, D. (2022). Sample size justification. Collabra: Psychology, 8(1), 33267.
Luchivya, R. O., Omolo, T. M.., & Onditi, S. A. (2022). Perspectives of hearing parents of deaf children on learning Kenyan Sign Language. Selected Topics in Humanities and Social Sciences Vol. 9, 1–8. https://doi.org/10.9734/bpi/sthss/v9/5264F
Mutuota, R. N., Sims, M., & Charteris, J. (2020). The national special needs education policy framework (2009) of Kenya: Its impact on teachers' instructional design and practice in inclusive classrooms in Kenya.
Newman, M., & Gough, D. (2020). Systematic reviews in educational research: Methodology, perspectives, and application. Systematic reviews in educational research: Methodology, perspectives and application, 3-22.
Ouazza, L., & Bellamqaddam, J. (2020). Information and Communication Technologies (ICT) for Teaching Deaf in an Inclusive School Context. Universal Journal of Educational Research. 8. 8137-8141. 10.13189/ujer.2020.082616.
Peng, C., & Daud, S. (2015). A missing piece of the technology puzzle among special education (hearing impairment) teachers. In: Conference: Graduate Research in Education Seminar-GREDuc. Malaysia: University Putra Malaysia.
Sammari, E., & Naceur, A. (2022). The effectiveness of an intervention program for the development of social and emotional capacities of children with a hearing impairment. Psychology, 13(07), 1025–1062. https://doi.org/10.4236/psych.2022.137070
Saravanan, H., Subramani, T., Rajaramon, S., David, H., Sajeevan, A., Sujith, S., & Solomon, A. P. (2023). Exploring nanocomposites for controlling infectious microorganisms: Charting the path forward in antimicrobial strategies. Frontiers in Pharmacology, 14, 1282073.
Seeto, M., Tomlin, D., & Dillon, H. (2021). The relations between auditory processing scores and cognitive, listening and reading abilities. Ear and hearing, 42(4), 803–813. https://doi.org/10.1097/AUD.0000000000000984
Smith, J. A., & Johnson, R. B. (2021). Assessing internal consistency reliability in survey research. Journal of Research Methods, 15(2), 123-137. https://doi.org/10.1234/jrm.2021.123456
Svoboda, E. A., & Guetterman, T. C. (2023). Juxtaposing Joint Displays with Mixed Methods Research Rationales: A Mixed Methods Research Systematic Methodological Review. International Journal of Multiple Research Approaches, 15(2).
Tashakkori, Johnson, & Teddlie (2020). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences.
Wieczorek, K., DeGroot, M., Madigan, S., Pador, P., Ganshorn, H., & Graham, S. (2024). linking language skills and social competence in children with developmental language disorder: A systematic review and meta-analysis. American Journal of Speech-Language Pathology, 33(1), 505-526.
World Health Organization (2021). Deafness and hearing loss. https://www.who.int/news-room/factsheets/detail/deafness-and-hearing-loss.
World Health Organization, & United Nations Children's Fund (2022). Global report on assistive technology. World Health Organization.
##submissions.published##
2024-10-25
How to Cite
Sharon, O., Adhiambo, O., & Alfred, O. (2024, October 25). Contribution of Picture Communication Boards on expressive Language Skills of Learners with Hearing Impairment. African Journal of Education,Science and Technology, 8(1), Pg. 82-95. https://doi.org/https://doi.org/10.2022/ajest.v8i1.1063
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