Abstract:
The purpose of the study was to explore parental participation in reading activity
among their children with hearing impairment at Ashanti School for the Deaf in
Sekyere South District. The study was a mixed approach which utilized a case study
design with the interview as the data collection instrument. A sample of 42 out of total
population of 150 was used. Convenience sampling technique was used to select the
sample Data from the study were analysed using a thematic and descriptive method
involving percentages and frequencies was used to analyse the data from the
questionnaire. Findings from the study revealed that home factors such as the kind of
home where the child is coming from was a contributory factor as far as the reading of
a child is concerned and lack of appropriate reading materials impede pupils with
hearing impairments ability to read. Besides, Parents' involvements in the reading
activities of their children with hearing impairment help minimize the emotional
problem they face and make them feel happy. In addition, when parents participate in
teaching reading to their children with hearing impairment, it helps them to improve
upon their repertoire of vocabulary and enhances good reading ability, thereby
enhancing their academic performance. It was recommended that irrespective of the
kind of home a child may be coming from parents should endeavor to make
provisions for their wards to have a study area and a reading session at home. Parents
should provide supports such as textbooks, dictionary, storybooksandlearning
supportto their children with hearing impairment to help minimize the emotional
problem they face in order to improve their reading skills.
Description:
A THESIS IN THE DEPARTMENT OF SPECIAL EDUCATION, FACULTY
OF EDUCATIONAL STUDIES SUBMITTED TO THE SCHOOL OF
RESEARCH AND GRADUATE STUDIES, UNIVERSITY OF EDUCATION,
WINNEBA, IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR
THE AWARD OF DEGREE OF MASTER OF EDUCATION, SPECIAL
EDUCATION OF THE UNIVERSITY OF EDUCATION, WINNEBA