alexa Training Teachers and Parents on Verbal Communication a
ISSN: 2375-4427

Journal of Communication Disorders, Deaf Studies & Hearing Aids
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Research Article

Training Teachers and Parents on Verbal Communication among Children with Hearing Impairment: Preliminary Results from Schools in Kenya

Luqman Lawal1*, Mathew Karia2, Chalese Buttars3, Jeffery Larsen3, Wakisa Mulwafu4 and Kaitesi Mukara5

1Division of Health Policy and management, University of Minnesota School of Public health, MN, USA

2Department of Special needs, Speech Language Pathology program, Kenyatta University, Nairobi, Kenya

3Department of Communicative disorders and deaf education, Utah State University, UT, USA

4Department of ENT, University of Malawi College of Medicine, Blantyre, Malawi

5College of Medicine, College of Medicine and Health Sciences, Department of ENT, University of Rwanda, Rwanda

*Corresponding Author:
Luqman Lawal
Department of Health Policy and Management
University of Minnesota School of Public health, MN, USA
Tel: +16513075288
E-mail: [email protected]

Received date: April 21, 2016; Accepted date: May 25, 2016; Published date: June 01, 2016

Citation: Lawal L, Karia M, Buttars C, Larsen J, Mulwafu W, et al., (2016) Training Teachers and Parents on Verbal Communication among Children with Hearing Impairment: Preliminary Results from Schools in Kenya. Commun Disord Deaf Stud Hearing Aids 4:159. doi:10.4172/2375-4427.1000159

Copyright: © 2016 Lawal L, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

 

Abstract

Purpose: We sought to assess the outcome of training parents and teachers on verbal communication with children that have hearing impairment in selected schools in Kenya. Methods: Four schools with 100 students; aged 5- 18 years were selected for the pilot. Teachers and parents were trained on the use of verbal communication with children with hearing impairment. We utilized a pre-post design and used validated questionnaires for data collection. Results: The proportion of parents that responded that their children could respond to environmental sounds significantly increased from 15.6% (95% CI 6.7, 24.5), to 87.5% (95% CI 79.4, 95.6) (p<0.05). A significant increase in the proportion of those that responded their children could vocalize was observed: 17.2% (CI 7.9, 26.4), to 87.5% (CI 79.4, 95.6) (P<0.05). Furthermore, 90.6% (95% CI 83.5, 97.8) (P<0.05) of parents perceived their children could talk more post-intervention. Approximately 50% of the teachers also observed much increase in the vocalization of the students. Conclusions: Result suggests a perception of increased environmental sounds awareness, vocalization and increased/improved speech due to the intervention. However, this result cannot demonstrate the long-term impact of the intervention on the quality of lives of the participants.

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