ASSESSING THE PARENTS' EXPERIENCE REGARDING THE DIAGNOSIS PROCESS OF COCHLEAR IMPLANT TECHNOLOGY FOR THEIR CHILDREN IN NAIROBI CITY COUNTY, KENYA

Authors

  • Kipkoech Kittur Master’s Student, School of Education, Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya
  • Beatrice Bunyasi Awori Senior Lecturer, Dr., School of Education, Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya

DOI:

https://doi.org/10.46827/ejse.v12i2.6558

Keywords:

cochlear implants, parental experience, diagnosis process, early hearing detection

Abstract

This study examined parents’ experiences of the diagnostic process leading to cochlear implantation for their children in Nairobi City County, Kenya. Guided by Bronfenbrenner’s Ecological Systems Theory, the study employed a descriptive research design to explore how family, healthcare, and societal systems shape parental experiences. The target population comprised 100 parents of children undergoing speech therapy services, selected through purposive and snowball sampling techniques. Data were collected using questionnaires, interviews, and observation checklists, and analyzed using both descriptive statistics and qualitative content analysis. Findings indicated that parental suspicion of hearing loss most frequently emerged between ages 1 and 2 years (50.6%), followed by ages 2 to 3 years (35.6%). Only 11.5% of parents identified concerns within the first year of life, suggesting gaps in early detection. Although cochlear implantation was perceived to improve children’s quality of life, parents reported significant challenges during the diagnostic and implantation process, including delays in professional diagnosis, financial constraints, and societal stigma. The findings underscore the need for strengthened early hearing detection and intervention programs, routine screening services, and coordinated post-operative rehabilitation systems to improve parental experiences and optimize developmental outcomes for children with cochlear implants.

 

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Author Biographies

  • Kipkoech Kittur, Master’s Student, School of Education, Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya

    Stephen Kipkoech Kittur is a Speech Therapist and Special Needs Educator specializing in hearing impairment and inclusive education. He holds a Master’s degree and a Bachelor’s degree in Speech and Language Pathology and Special Needs Education from Kenyatta University, Kenya. His research interests include inclusive education practices, auditory rehabilitation, digital learning technologies, curriculum adaptation, and teacher professional development in special needs education.

  • Beatrice Bunyasi Awori, Senior Lecturer, Dr., School of Education, Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya

    Beatrice Bunyasi Awori (PhD) is a Senior Lecturer in the Department of Early Childhood and Special Needs Education, School of Education, Kenyatta University, Kenya.

References

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Published

2026-02-27

Issue

Vol. 12 No. 2 (2026)

Section

Articles

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