A COMPARATIVE STUDY ON THE SOCIO-EDUCATIONAL EXPERIENCES OF INDIVIDUALS LIVING WITH SEVERE DEAFNESS IN SOME MAINSTREAM AND SPECIAL INSTITUTIONS IN THE SOUTH WEST AND NORTH WEST REGIONS OF CAMEROON

Authors

  • Josephine Liengu Lyonga BEd, MEd and PhD Candidate, Department of Educational Psychology, Faculty of Education, University of Buea, Cameroon

DOI:

https://doi.org/10.46827/ejse.v6i3.3310

Keywords:

socio-educational experiences, inclusive support, individual with deafness, mainstream school placement, special school placement

Abstract

This paper reports a study that was carried out to investigate, in a comparative perspective, the Socio-educational experiences of individuals living with severe deafness in some mainstream and special schools in the South West and North West regions of Cameroon. In this study, data was collected using questionnaires distributed to a purposively sampled population of students with deafness (No=30), 15 from mainstream and 15 from special schools. The data was analyzed using descriptive and inferential statistics and the Pearson chi square to measure significant differences and similarities. Findings were highly diversified. Generally, the bulk of the students in both types of institutional placements were positive about their socio-educational experiences. Comparatively, findings in mainstream schools reveal that majority of the students do not benefit equal level of socio-educational experiential support like their non-disabled peers and peers with other categories of disabilities. Their socio educational experiences include limitation in: interaction with teachers; provision of visual resources; classroom communication strategies and peer acceptance. In contrast, their counterparts placed in special schools benefit from all such socio-educational experiential supports. On the other hand, learning and academic achievement of students with deafness were the same in both types of schools. In conclusion, the study suggests that school stakeholders should embark on the least restrictive environment placement that will promote the socio-educational experiences necessary for effective schooling and learning of all students living with severe deafness.

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Author Biography

  • Josephine Liengu Lyonga, BEd, MEd and PhD Candidate, Department of Educational Psychology, Faculty of Education, University of Buea, Cameroon
    Lyonga Liengu Josephine is a professionally trained special and inclusive education lecturer, researcher and practitioner with Specialism in Hearing Impairment. She is holder of the following academic and professional qualifications: Teacher’s Grade I Certificate (CAPIEMP) Cameroon; BEd Special Education, University of Buea, Cameroon and MEd Special Education (Hearing Impairment), University of Buea, Cameroon. Originally, she has some national and international working experiences through conference, workshop and seminar participation as well as teaching experience in some secondary schools including the Buea School for the Deaf where she taught literature in English and History in Sign Language for some years. Presently, she is lecturer, researcher and PhD candidate in the Department of Educational Psychology and Special Education at the Faculty of Education, University of Buea, Cameroon where she started working some years ago. She has research interests in Disability Studies, Special and Inclusive Education, Education for the Deaf and Teacher Education. She also has practical interests in Disability advocacy and prevention, Audiology, Multi-agency services through assessment and intervention for school and community inclusion of the disabled with emphasis on the hearing impaired. The above-mentioned academic background and professional experience have been very instrumental in enhancing her present research profile.

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Published

2020-09-11

Issue

Vol. 6 No. 3 (2020)

Section

Articles

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