A comparative study of learning outcomes for hearing-impaired foundation phase learners
South African Journal of Childhood Education
| Field | Value | |
| Title | A comparative study of learning outcomes for hearing-impaired foundation phase learners | |
| Creator | Casoojee, Aisha Khoza-Shangase, Katijah Kanji, Amisha | |
| Description | Background: Two intervention approaches are implemented in South Africa to alleviate the deleterious consequences of congenital or early onset hearing impairment on language acquisition and subsequent poor learning outcomes.Aim: This study investigated the learning outcomes of foundation phase learners with severe to profound hearing impairment who received Listening and Spoken Language – South Africa (LSL-SA) (adapted Auditory Verbal Therapy) therapy compared to those who received Traditional Speech-Language Therapy (TSLT).Setting: The study was conducted at four early intervention (EI) schools for children with hearing impairment across three provinces in South Africa.Methods: Data were collected through record reviews of their Speech-Language Therapy Outcomes and South African National Department of Basic Education academic report cards. Data were analysed using quantitative statistics.Results: Findings demonstrated that children with hearing impairment enrolled in LSL-SA outperformed those enrolled in TSLT in achieving age-equivalent language outcomes. A higher percentage of learners enrolled in LSL-SA achieved meritorious to outstanding learning outcomes. While a comparable number of learners progressed to mainstream schooling, children with hearing impairment enrolled in LSL-SA are enrolled for a shorter duration until discharge than those enrolled in TSLT. This is an important finding, particularly in low-middle income countries (LMICs).Conclusion: Listening and Spoken Language – South Africa graduates achieved superior learning outcomes dependent on language attainment, providing contextually relevant evidence supporting the effectiveness of the LSL-SA EI approach.Contribution: These context-specific outcomes stress the obligation to upscale and fast-track EI services. Implications for investment in LSL-SA are proposed through collaboration between families, educators, and early interventionists. | |
| Publisher | AOSIS | |
| Date | 2024-02-29 | |
| Identifier | 10.4102/sajce.v14i1.1419 | |
| Source | South African Journal of Childhood Education; Vol 14, No 1 (2024); 11 pages 2223-7682 2223-7674 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://sajce.co.za/index.php/sajce/article/view/1419/2669
https://sajce.co.za/index.php/sajce/article/view/1419/2670
https://sajce.co.za/index.php/sajce/article/view/1419/2671
https://sajce.co.za/index.php/sajce/article/view/1419/2672
|
|
ADVERTISEMENT
