Abstract: The purpose of this study was to investigate the extent of knowledge possessed by teachers to enhance communication skills of learners with speech and language disorders. The study is guided by Vygotsky’s Social Interactionist Theory. The study location was Joy town special primary school and the school teaching staff purposively sampled constituted the study population. This research used a descriptive case study design using both qualitative and quantitative methods. The design primarily used questionnaires for teachers, interview guide for the head teacher and observation schedule for teachers. Qualitative data was analylized thematically while descriptive statistics was used for quantitative data. The study instruments used were validated by the supervisors’ suggestions and expert judgment. The reliability was determined by pre-testing the questionnaires on the purposively selected teachers in the school under the study. The study found out that learners with speech and language disorders are heterogeneous and require recognition by knowledgeable personnel. The study findings indicated that the majority of teachers are aware that speech and language disorders significantly affect the communication skills of learners but lacked adequate knowledge to accurately articulate their needs. It was also revealed that majority of teachers have so far not been trained on speech and language disorders and that they lack adequate knowledge and skills needed to make the correct diagnostic and therapeutic measures to competently intervene and remediate speech and language disorders. The study further showed that teachers lack sufficient materials and support to enhance the communication skills of learners with speech and language disorders. However, it was observed that although most teachers are not conversant with speech and language disorders, they are actively involved in enhancing reading skills, spelling competencies, instructing learners about pronunciation, promoting play skills and interest in games as well as making referrals for further diagnostic assessment and therapeutic considerations for learners with speech and language disorders. The major study conclusion is that majority of teachers are not adequately trained to competently work with learners with speech and language disorders. Teachers require maximum support to ultimately realize optimal educational goals for their learners. The available minimal assistance is not enough to adequately support learners with communication disability. The study is significant because the findings are expected to adequately inform the appropriate allocation of resources and training support for educational professionals to broaden their understanding of speech and language disorders.
Keywords: intervention, speech, language, disorders, learners, teachers, strategies, knowledge, training and support.
Title: THE EXTENT OF KNOWLEDGE POSSESSED BY TEACHERS TO ENHANCE COMMUNICATION SKILLS OF LEARNERS WITH SPEECH AND LANGUAGE DISORDERS: A CASE OF JOY TOWN, KIAMBU COUNTY, KENYA
Author: Alusiah Munyi, DR. Tom Abuom, DR. Mathew Karia
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
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