Andere Kunden interessierten sich auch für
![Special and Inclusive Education]( "Special and Inclusive Education")
Special and Inclusive Education36,99 €![Teachers' Application of Individualized Educational Programme in Kenya]( "Teachers' Application of Individualized Educational Programme in Kenya")
Teachers' Application of Individualized Educational Programme in Kenya45,99 €![Methodology for the Therapeutic Physical Culture]( "Methodology for the Therapeutic Physical Culture")
Methodology for the Therapeutic Physical Culture36,99 €![Outcomes of Reintegration Process on Behaviour Change among Juvenile Ex-Offenders Released from Rehabilitation Centers in Kenya]( "Outcomes of Reintegration Process on Behaviour Change among Juvenile Ex-Offenders Released from Rehabilitation Centers in Kenya")
Outcomes of Reintegration Process on Behaviour Change among Juvenile Ex-Offenders Released from Rehabilitation Centers in Kenya36,99 €![School guidance program services and learner's behavioral development]( "School guidance program services and learner's behavioral development")
School guidance program services and learner's behavioral development29,99 €![Deregulation Of Educational Services and Quality Assurance]( "Deregulation Of Educational Services and Quality Assurance")
Deregulation Of Educational Services and Quality Assurance39,99 €![Early Intervention for Children with Intellectual Disabilities]( "Early Intervention for Children with Intellectual Disabilities")
Early Intervention for Children with Intellectual Disabilities27,99 €
The purpose of the study was to carry out situational analysis of educational services provided for learners in Special Primary Schools for Hearing Impairments in Oriental Province in the Democratic Republic of Congo. The study utilized the case study methodology to collect data from 3 special schools for learners with HI in Oriental Province, involving (3) Head-Teachers, (28) teachers and (15) parents of learners with HI. The respondents were sampled purposely and the sample size comprised 32(n), participants; 3 Head-Teachers, 14 teachers and 15 parents that were chosen from an accessible population of 46 (N). Semi-structured interview with open-ended questions was used to encourage free response from participants and observation during data collection from Head-Teachers and teachers. Data was analyzed qualitatively that is it was organized by themes, coded by categories, then interpreted and presented in various forms. The study established that Special Classes were found to bethe most preferable mode of educational service for learners with HI. Most of the schools do not have specific strategies for early identification.