UNIVERSITY OF BOTSWANA

DEPARTMENT OF EDUCATIONAL FOUNDATIONS

EFR 220

EFFECTS OF EARLY INTERVENTION ON ACADEMIC PERFORMANCE OF DEAF AND

HARD OF HEARING LEARNERS: A case of Ramotswa Centre for Deaf.

BY:

CHANGU JACOB- 201703279

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 Abstract
The purpose of this study was to look in to the effects of early intervention on academic

performance of deaf and hard of hearing students in special schools of Botswana particularly

Ramotswa Centre for deaf.

To conduct the study, quantitative research approach is used. The participants of the

study were 95 students who are deaf and hard of hearing from the above mentioned school. In

the selection of the sample population, stratification sampling method was used to determine the

sample size. The instruments of data collection used was the questionnaire, interview and

observation. The data was analyzed using percentage.

The findings of the study revealed that the majority of learners who are deaf and hard of

hearing person with disability are not identified early and are not given early intervention.

KEYWORDS: Early intervention, deaf and hard of hearing, academic performance.

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 TABLE OF CONTENTS

ABSTRACT …...……………………………………………………………………….……2

CHAPTER

1.0 Introduction………………………………………………………………………………...6-7

1.1 Background………………………………………………………………………………..7-9

1.2 Statement of the problem……………………………………………………………….9

1.3 Theoretical Framework…………………………………………………………………9-12

1.4 Conceptual model………………………………………………………………………12

1.5 Purpose of the study……………………………………………………………………...13

1.6 Research objectives……………………………………………………………………….13

1.7 Research questions………………………………………………………………………......13

1.8 Research hypothesis………………………………………………………………………14

1.9 Significance of the study…………………………………………………………………14

1.10 Assumptions……………………………………………………………………….....14-15

1.11 Limitations……………………………………………………………………………..15

1.12 Delimitations…………………………………………………………………………...15

1.13 Definition of key terms……………………………………………………………...15-16

Chapter 2

2.0 Introduction……………………………………………………………………………17

2.1 What is early intervention………………………………………………………………17-18

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2.2 Importance of early intervention……………………………….………………………18-20

2.3 The main intervention approaches…….…………………………………………….20-23

2.4 What can early intervention achieve…………………………………………………23-24

2.5 Barriers to early intervention……………..………………………………………….25

2.6 Summary…………………………………………………………………………….25-26

Chapter 3 (RESEARCH METHODOLOGY)

3.1 Introduction…………………………………………………………………………….27

3.2 Research orientation and Research design……………………………………………..27-28

3.3 Population of the study …………………………………………………………………28

3.4 Sampling method……………………………………………………………………….28

3.5 Data collection instruments…………………………………………….……………….28-30

3.6 Data collection procedure……………………………………………………………...30

3.7 Ethical considerations…………………………………………………………………30-31

3.8 Data analysis…………………………………………………………………………..31

3.9 Procedure for testing hypothesis……………………………………………………….31-32

Appendixes

Questionnaire……………………………………………………………………………33-35

Interview…………………………………………………………………………………36

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Letters…………………………………………………………………………………….37-52

Budget………………………………………………………………………………………53-54

Gantt chart…………………………………………………………………………………55

References………………………………………………………………………………….56-59

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 CHAPTER 1

1.0 INTRODUCTION

Without any instruction in normal-hearing infants, language is learned through everyday

life experiences. This process is hindered by hearing loss and causes language impairment and

impairs childhood growth, limits academic success and compromises future earning

opportunities (Mazoue, 2011). The language deficiency causes difficulties with learning that

contribute to poor or low academic achievement. This means that learning is impacted and

students may struggle when learning is impacted, they will not advance, and they will end up

dropping out of school. This would result in them not having jobs, which means that the number

of unemployed individuals will increase. According to Newsom (2003), Incidental learning, is

the mechanism through which information is acquired through passive exposure to events

observed or heard. He goes on to claim that the essence of such knowledge is not directly taught

or actually intended for instruction, but significant information and complexities of actions or

values are either consciously or unconsciously transmitted and absorbed.

Children who are Deaf / hard of hearing (D / HH) lack access to sound, so they need to be

carefully supervised and prepared to ensure that they have access to effective language models

and to build a solid base for language (Mazoue, 2011). It is this foundation that is necessary to

ensure that developmental and academic milestones are reached by D / HH children. Mazoue

(2011) says that when it comes to numerous concepts, vocabulary and problem solving skills,

deaf students frequently lag behind their hearing peers. Through the everyday sounds,

interactions and language that is spoken around them, hearing learners continuously consume

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new information and knowledge (Newsom, 2003). That privilege is not open to deaf and hard-of

- hearing students. In general, deaf children develop a smaller basic vocabulary since, relative to

hearing children, they take in less words indirectly from their environment.

This is because there is a communication gap between deaf and hard of hearing children

and the hearing community or parents may not be aware of the hearing disability of their child.

According to De la Fuente et. al. (2015), early identification is about quickly identifying

problems, identifying and immediately intervening to help children and their families such that

problems are solved before they become more entrenched issues. They state that early detection

and intervention are necessary in the life of a child and the sooner you introduce a child to a

language, the easier it is to pick it up for that child. For deaf children, the same rules apply. The

best way to maximize verbal and cognitive abilities to address any delays or challenges due to

deafness is early exposure to sign language in addition to spoken language for all deaf children

(De la Fuente et. al, 2015).

1.1 BACKGROUND OF THE STUDY

According to Yoshinaga-Itano (2003), due to the advent of standardized newborn hearing

screening, the issue of the efficacy of early detection and early intervention has been of great

concern to the medical profession and policy makers. He says early detection is known within

the first six months of life as hearing loss detection. In the Colorado study, late identification is

characterized as the age of hearing loss detection after six months of age. It is well known that

listening is essential to the development, communication, and learning of speech and language

(Yoshinaga-Itano, 2003). Children with listening difficulties appear to be at risk of

developmental delays due to hearing loss or auditory processing disorders.

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 The significance of early detection of hearing loss in early childhood over the last few

decades has been given considerable attention (Fitzpatrick et al, 2017). These authors continue to

claim that permanent hearing loss (PHL) remains one of the most common congenital conditions,

with a prevalence rate of approximately 2-4 per 1000 infants screened in infancy. Late hearing

loss diagnosis results in delays in the growth of speech-language and adversely affects

comprehension, which has consequences for social and academic functioning (Fitzpatrick et al,

2017). They also tell us that the sooner a hearing loss takes place in the life of a child, the more

severe the effects on the growth of the child are. Similarly, the sooner the issue is detected and

intervention initiated, the less extreme the ultimate effect. All areas of academic achievement,

especially reading and mathematical skills, are difficult for children with hearing loss. The

degree of accomplishment is related to the participation of parents and the quantity, consistency,

and timing of children accessing support services (Fitzpatrick et al, 2017). Every state and

territory in the United States has now set up an Early Hearing Identification and Intervention

(EHDI) program, according to the National Center for Hearing Assessment and Management

(Lenderberg et al., 2013). They indicated that these programs ensure that any child born with

permanent hearing loss is diagnosed before the age of three months and prompt and effective

intervention services are given before the age of six months. Identifying hearing loss at a very

early age is crucial because in speech and language development, cognitive ability and social

skills, kids with hearing loss sometimes lag behind their peers. These disabilities can lead to

adult problems such as decreased socio-economic status, limited socialization skills, depression,

etc. if hearing loss is not addressed (Lenderberg et al, 2013). The earlier the hearing loss is

detected, they say, the faster they will start treating the issue and have better results for that

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individual. It is crucial to make sure that early detection contributes significantly to early

intervention.

1.2 STATEMENT OF THE PROBLEM

Deaf and hard of hearing students perform poorly academically due to lack of early

language learning which leads to underachievement. It is important that the needs of children are

recognized as early as possible, and the better the more children are recognized before they start

school. Many children, however, fall through the net and are not noticed at all or are noticed very

late. Late identification is a concern because in terms of language acquisition, communication,

social success, educational performance, it adversely affects the life of the child and it often

results in potential delays. Late identification affects children who are Deaf and hard of hearing

in a way that they will have communication delays and they will attend school at a later stage.

Early detection of hearing loss leads to improved performance for children in expression,

language and learning. Children make greater progress with the right early intervention. The aim

is to ensure that all children's hearing and learning needs are addressed.

1.3 THEORITICAL FRAMEWORK

According to the theory ecological systems by Urie Bronfenbrenner (1917-2005). The ecological

/ bio-ecological theory was used to direct the analysis as well as the basis for data interpretation

as it classified the variables and clarified how the difficulties of these variables affect Deaf and

hard-of - hearing academic achievement (Agyire-Tettey et al, 2017). Children grow within

multiple social structures, which affect every aspect of their lives, including education, according

to the theory (Agyire-Tettey et al, 2017). The elements within the different frameworks

potentially affect the self-efficacy and educational outcomes of children with disabilities, these

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authors say. A study by Agyire-Tettey et al. (2017) stated that Bronfenbrenner has categorized

these systems into five, namely the microsystems, mesosystems, exosystems, macrosystems, and

chronosystems. The first four interact with or are related in a system of nested, interdependent,

and complex structures ranging from the proximal to the most distal, consisting of immediate

face-to - face environments, comprising wider social contexts such as classes and complex

structures. They further note that development involves a reciprocal and complex relationship

between all these five systems, in which interactions between numbers of overlapping systems

are significantly influenced by each developing individual.

The microsystem consists of interpersonal relationships and patterns of operations as

encountered by an entity with particular physical and material characteristics in a given society

(Agyire-Tettey et al, 2017). This layer has direct interaction with the individual as it includes

frameworks, relationships and experiences within the immediate environment of the individual

(such as family, school and neighborhood) and thus has the most effect on the person (Agyire-

Tettey et al, 2017).

According to Agyire-Tettey et al (2017), the mesosystem directly influences the child and

is defined by direct connections and experiences throughout the child's immediate setting. The

teacher in the classroom, for example, plays a very significant role in the education system

because he / she is one of the key figures who can support students who are deaf and hard of

hearing. In terms of learning for students, they suggest the conduct of the teacher has an impact

on the atmosphere in the classroom. Again, because the classroom atmosphere is directly

regulated by the teacher, children accomplish more in an academic environment where they feel

content. In addition, the teacher is seen as a role model that upholds the ideals and expectations

of education, thereby shaping the actions of children (Agyire-Tettey et al, 2017).

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 Spencer (2007) also claimed that in the case of children with disabilities, their self-

efficacy and educational outcomes are affected in the first instance by the family in the home

environment as these primary people's values and behaviors in the life of the child have a direct

impact on the development of the child. The exosystem is above the micro-mesosystem.

Bronfenbrenner states that it consists of environments or activities that do not specifically impact

the child, but still affect the individuals in the microsystems with whom the child has proximal

relationships (Spencer, 2007). That is, through the other individuals in the life of the child, the

indirect effect affects the child. The macrosystem refers to the layer containing political, social,

economic and cultural trends that have a significant effect on all other layers' interactions

(Spencer, 2007). For a specific culture, or a broader social context, it can be considered a societal

blueprint.

The macrosystem is out of children's scope, but has an effect on them (Paquette & Ryan,

2001). These authors claim that it looks at policy makers, educational programs, values, and

community members' views of people with disabilities. These inclinations set the context for the

type of education they receive that could impact Deaf and hard-of - hearing academic success

(Paquette & Ryan, 2001).

The chronosystem, which defines the development time period, is the last method. It is defined

by Swart and Pettipher (2005) as a developmental time frame that crosses and affects interaction

between systems and their effects on individual development in turn. They tell us that at any

moment, it is through contact between any of the above levels that obstacles or assistance can be

present. Furthermore, they suggested that a change in some aspect of the system impacts other

processes and people and may be seen as a catalyst for change at a later time. Under this method,

elements may be either external, such as the timing of the death of a parent; or internal, such as

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the physiological changes that take place with a child's aging (Paquette & Ryan, 2001). This

indicates that their academic success will be affected by the age of onset and detection of hearing

loss and also the time made available for studies. It is worth noting, these authors suggest, that all

these various layers or structures are extremely complex and interactive. This suggests that it

influences the whole system when a transition happens in one aspect of the system and thereby

changes educational practice.

1.4 CONCEPTUAL MODEL

Figure 1 shows …

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1.5 PURPOSE OF THE STUDY

This research sought to elucidate effects of early intervention on academic performance

of Deaf and hard of hearing students using the case of Ramotswa Centre for deaf students. This

study also seeks to determine whether early identification and intervention will help improve the

academic performance of Deaf and hard of hearing.

1.6 RESEARCH OBJECTIVES

The study focused on the effects of early intervention on the academic performance of

deaf and hard of hearing of D/HH students. Specifically, the objectives of the study are as

follows;

1. The effects of early intervention on academic performance of Deaf and hard of hearing.

2. The efficacy of early identification and early intervention on the academic performance

of Deaf and hard of hearing.

3. The main intervention approaches.

4. Barriers to early intervention.

1.7 RESEARCH QUESTIONS

1. What are the effects of early intervention on academic performance of Deaf and hard of

hearing?

2. What is the efficiency of early identification and early intervention on Deaf and hard of

hearing student’s academic performance?

3. What are the main intervention approaches?

4. What are the barriers to early intervention?

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1.8 RESEARCH HYPOTHESIS

1. There will be no significant difference between the academic performances of Deaf and

hard of hearing students introduced early to language and those introduced late to

language.

2. There will be significant difference between the academic performances of Deaf and hard

of hearing students introduced early to language and those introduced late to language.

1.9 SIGNIFICANCE OF THE STUDY

Educators, students, parents and the government are going to benefit from this study. The

study is to add on to the already existing studies which explored the effects of late intervention

on Deaf and hard of hearing student’s academic performance and also the importance of early

identification and intervention on the academic performance of these learners. The findings

obtained from this study will hopefully be used to sensitize teachers, parents and the community

at large about the effects of late intervention on the academic performance of Deaf and hard of

hearing students. The study will also inform them about the benefits of early identification and

early intervention on the academic performance of their children who are Deaf and hard of

hearing and they will also learn about ways of ensuring effective early intervention for these

learners. Lastly, the findings of this study may provide specific information for those who are

interested in carrying out research on related issues.

1.10 ASSUMPTIONS

The researcher will be directed by the following assumptions; a) Deaf and hard of hearing

learners underachieve academically due to late intervention or late introduction to language (b)

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Students who are Deaf and hard of hearing can perform better academically if introduced early to

language.

1.11 LIMITATIONS

In this research, the inevitable constraint is time. A semester is not sufficient for the

researcher to go and observe the performance of students who are deaf and hard of hearing in

their classes. It also takes a longer time to be granted permission to go and review at schools or

to be accepted, and this slows time as we are only given a semester period to complete the

project. It would be great if it had been done over a longer period of time. Another limitation is

that the sample size is limited, so it would be difficult to generalize the findings obtained from

the study to the entire population of deaf students.

1.12 DELIMITATION OF STUDY

Only one school will be used for conducting this research because of the; a) the limited

time and resources on conducting the research (b) geographical location of special education

schools for the deaf, in the southern part of Botswana, there is only one school for the deaf which

is at Ramotswa.

1.13 DEFINATION OF KEY TERMS

Deaf and hard of hearing: Deaf individuals mostly have profound hearing loss, which

means very little to no hearing. For communicating, they often use sign language. Hard of

hearing 'refers to people ranging from moderate to extreme with hearing loss (Sass-Lehrer,

2016).

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 Early intervention: Early intervention means finding and providing children and young

people who are at risk of adverse outcomes with appropriate early support (Sass-Lehrer, 2016).

Academic performance: According to De la Fuente et al (2015), academic performance

is the information acquired that is measured over a particular period of time by marks set by a

teacher and/or educational objectives set by students and teachers.

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 CHAPTER 2

LITERATURE REVIEW

2.0 Introduction

This chapter presents the literature review on the effects of early intervention on

academic performance of Deaf and hard of hearing learners. The literature review is structured

into the following areas; different studies conducted in relation to the effects of early intervention

on Deaf and hard of hearing learner’s academic performance by different authors. The following

questions will be addressed in our research which are; what is early intervention, the importance

of early intervention, what are the main early intervention approaches and programs, what can

early intervention achieve and barriers to early intervention. This literature review will also cover

up summary on what is learnt from the literature.

2.1 What is early intervention?

According to Ramey and Ramey (1998) early intervention ensures that children and

young people who are at risk of adverse results are detected and supported with appropriate early

support. Studies demonstrate that early intervention works better when it is made available to

children on the basis of pre-identified risks (Ramey & Ramey, 1998). Early intervention helps

young children to move towards reaching goals in growth (Guralnick, 2018). He continues to

claim that successful early intervention works to eliminate problems from happening or to fix

them head-on when they do or before problems get worse. It also helps to foster a whole range of

personal strengths and abilities that prepare a child for adult life, he adds. By saying that early

intervention helps to reduce the risk factors and improve the protective factors in the life of a

child, Odom et al (2003) agrees with them. Early intervention is a support system that serves

infants and children with developmental delays or disabilities (Odom et al, 2003). Ramey and

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Ramey (1998) says that early intervention focuses on helping qualified babies and toddlers learn

the basic and brand-new skills that usually develop during the first three years of life, such as:

physical (reaching, rolling, crawling, and walking), cognitive (thinking, learning, problem

solving), communication (talking, listening, understanding), social/emotional (playing, feeling

secure and happy) and communication (speaking, listening, understanding). They also noted that

a wide array of special needs support is provided by early intervention programs. These include

assistive technology (devices a child may need), audiology or hearing services, speech and

language services, medical services, occupational therapy, physical therapy and psychological

services and more (Ramey & Ramey, 1998).

2.2 What is the importance of early intervention?

According to Guralnick (2018) earlier is better meaning that where it is given earlier in

life rather than later, intervention is likely to be more successful. Shonkoff and Meisels (2000)

agree with Guralnick (2018) by indicating that the sooner developmental delays are recognized

and intervention starts, the greater the opportunity a young child has to reach his or her best

potential. They also mentioned that early intervention works, as early intervention programs are

said to alter the developmental course of a child and enhance the effects for children, families

and communities. Guralnick (2018) adds that intervening early allows your child the ability to

undergo the necessary treatment, giving him or her best opportunity in the future for a positive

result. They also state that early intervention supports families by being able to help address the

needs of their children from an early age and throughout their lives. White (2006) says early

intervention of children with hearing impairments results in improved development of

vocabulary, enhanced academic performance, and increased earnings for life. He further claimed

that children with hearing impairment make dramatic progress when early identification and

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intervention occurs, are more productive in school, and become more active members of society.

The earlier intervention and rehabilitation begin, the more dramatic the benefits will be (White,

2006).

Studies have shown that hearing loss, including moderate bilateral or unilateral hearing,

is not properly diagnosed and treated, and that hearing loss can adversely affect young children's

speech, language, academic, emotional and psychosocial growth (White, 2006). He says while

attempts to diagnose and assess hearing loss in young children have improved, there is still

anecdotal evidence to indicate that many young children with hearing loss do not receive early

intervention or other services they need in a timely manner that will enable them to enter

preschool and school ready for success. Early registration in early intervention has positive

effects on early language for children with hearing loss (Vohr et al, 2008).

Early diagnosis and care for developmental delays raise the likelihood of progress rather

than merely "waiting out" and treating problems later (Moeller, 2000). He also mentioned that

the early treatment of communication and language difficulties could avoid possible issues with

actions, learning, reading and social interaction. Early intervention will help families bring

encouragement to their child's day-to-day activities (Moeller, 2000). He continued to say that

early intervention also gives the family a clearer understanding of their child's needs and how to

break down learning into small steps for their child. According to Harrison and Wallace (2003),

early intervention enhances relations. They state that when communication and language are

delayed, comprehension and contact with other children may also be delayed. They added that

this makes it difficult to establish friendships, solve problems and learn to negotiate disputes.

Through early intervention, children learn how to use language to communicate messages,

express emotions and connect with their peers (White, 2006).

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 Early social/emotional growth and physical health provide the base from which cognitive

and linguistic skills develop (Moeller, 2000). He also says that early intervention is likely to be

more successful and less expensive if it is provided earlier than later in life. Vohr et al (2008)

says that while early intervention has been shown to be of value, it has received some critics.

Some early childhood intervention critics argue that no one should force healthy children to learn

any skills or academic discipline until they chose to do so on their own (Vohr et al, 2008).

2.3 What are the main intervention approaches and programs?

For each child or family, no single treatment or intervention is the solution, says Brown

(2006). He says successful intervention strategies will include close tracking, follow-ups, and

any required improvements along the way. He also states that kids with hearing loss and their

families have several various options. Working with a specialist (or team) who can help a child

and family learn to communicate, having a hearing device, such as a hearing aid, attending

support groups, taking advantage of other services available to children with hearing loss and

their families are some of the care and intervention options (Brown, 2006). According to IDEA

2004, children under 3 years of age (36 months) at risk of developmental delays may be eligible

for services (Brown, 2006). The following are programs offered in an early intervention system.

1) Special Education (3-22 years); Special education is curriculum specifically tailored to meet

the educational and associated developmental needs of older children with disabilities or others

who are experiencing developmental delays (Casto and White (1985). They say programs are

offered by the public school system for these kids. They further mentioned that through the

Individuals with Disabilities Education Improvement Act 2004 (IDEA 2004), Part B, these

programs are available.

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 2) Early Hearing Detection and Intervention (EHDI) Program; an Early Hearing

Identification and Intervention (EHDI) program is available in every state (Casto & White,

1985). These authors state that EHDI is working to recognize hearing loss infants and kids.

EHDI also encourages prompt follow-up testing and programs or therapies for any family whose

child has hearing loss, they continue to say. 3) Technology; many people who are deaf or hard-

of-hearing have some hearing (Guralnick, 2005). Guralnick (2005) notes that residual hearing is

the amount of hearing a deaf or hard-of-hearing person has. He also said that technology does

not cure hearing loss, but can assist a child with hearing loss to make the most of their remaining

hearing. There are several choices for parents who want to make their child use technology,

including: hearing aids, cochlear or brain stem implants, hearing aids with bone anchors and

other assistive devices (Guralnick, 2005).

Hearing Aids; Hearing aids make sounds louder (Dillon, 2012). They can be worn by

individuals of any age, including children, according to Dillon (2012). He proceeds to state that

babies with hearing loss will use hearing aids to help interpret sounds. He further notes that this

can give them the opportunity at a young age to learn speech skills. There are several types of

hearing aids, according to Sandlin (2000). He also says they can help with certain aspects of

hearing loss. A young child is usually fitted with hearing aids in the behind-the-ear model

because they are best suited to growing ears (Sandlin, 2000). Cochlear and Auditory Brainstem

Implants; A cochlear implant can help many children with moderate to profound hearing loss,

including very young children, according to Waltzman and Roland (2006). They claim that when

a hearing aid is not enough, it gives that child a way to hear. Cochlear implants do not make

sounds louder, unlike a hearing aid. A cochlear implant directly transmits sound signals to the

hearing nerve (Waltzman & Roland, 2006). Bone-Anchored Hearing Aids; according to Kompis

21
and Caversaccio (2011), when a child has either conductive, mixed or unilateral hearing loss, this

form of hearing aid may be considered and is explicitly suitable for children who cannot

otherwise wear hearing aids in the ear or behind the ear. Other Assistive Devices; there are other

devices, in addition to hearing aids, that support people with hearing loss (Tyler & Schum,

1995). Some examples of other assistive devices are given below. 1) FM System; An FM system

is a type of device that helps people hear background noise with hearing loss (Alpiner &

McCarthy, 2000). They say FM stands for frequency modulation. It is the same type of signal

used for radios, they further said. Sound from a microphone used by someone talking to a person

wearing the receiver is sent by FM systems (Alpiner & McCarthy, 2000). They continue to say

that this system is sometimes used with hearing aids, and the hearing aid that works with the FM

system is attached to an extra piece.

Other devices; Alpiner and McCarthy (2000) state that several other devices for kids with

hearing loss are available. Text messaging, telephone amplifiers, flashing and vibrating alarms,

audio loop systems, infrared listening devices, portable audio amplifiers, TTY (text telephone or

teletypewriter) are some of them. Learning Language; children with hearing loss have difficulty

learning the language without extra support, according to Brentari (2010). These children, he

says, can then be at risk of other delays. He also states that in order to help their children

understand language, families of children with hearing loss frequently need to change their

communication patterns or learn unique skills (such as sign language). Along with hearing aids,

cochlear or auditory brain stem implants, and other devices that support children, these skills can

be used. (Brentari, 2010).

Family Support Services; for most parents, their child's hearing loss is unexpected; Sass-Lehrer

(2016) Often parents need time and support to adapt to the child's hearing loss, he says. In

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addition, he said that parents of children with recently diagnosed hearing loss should seek

various forms of help. Support is something that helps a family and may include advice,

information, the opportunity to get to know other parents who have a hearing loss child, locating

a deaf mentor, finding childcare or transportation, giving parents time for personal relaxation or

just a supportive listener (Sass-Lehrer, 2016).

Odom et al (2003) notes that when DHH children are not detected early and sufficient access

to sensory information and early intervention services is provided, there are also substantial

social costs in terms of direct medical costs, spending on special education and loss of

productivity. White (2006) agrees with Odom (2003) by saying there are significant negative

effects if DHH children are not equipped with assistive listening devices within the first few

months of existence. He further mentioned that DHH children almost always lag behind their

peers in language, cognitive and social-emotional growth without auditory feedback and

consistent early intervention services that concentrate on teaching language.

2.4 What can early intervention achieve?

According to Shonkoff and Meisels (2000) early intervention approaches also concentrate

on promoting four main aspects of child growth; their physical, cognitive, behavioral, and social

and emotional development where it has the potential to make the greatest difference and offer

benefits over the life of an individual. They also state that physical development includes the

physical fitness, maturation and existence or absence of a physical disability of children, and it

provides the framework for positive development in all other fields. They continue to claim that

improving birth outcomes, reducing the prevalence of infectious diseases and decreasing

childhood obesity are physical outcomes targeted by early intervention activities.

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 According to Ramey and Ramey (1998), cognitive growth involves the learning of

speech and language abilities by kids, their ability to read and write their numeracy skills, and

their comprehension of logical problem-solving. They say positive cognitive growth is closely

related to the success of a child in school and entrance into the workforce. Ramey and Ramey

(1998) state that cognitive effects usually targeted by early intervention include success after

they leave school on standardized tests, school accomplishment, and higher education and job

opportunities. Shonkoff and Meisels (2000) state that behavioral growth requires the ability of

children to track and manage their own behavior, attention, and impulses. They note that the self-

regulatory skills of children are closely related to their ability to develop healthy relationships

with others as well as their school success. They continue to claim that behavioral self-regulation

issues during infancy are highly predictive of the participation of children in criminal activity

during adolescence and adulthood. Early intervention behavioral outcomes often targeted include

decreasing antisocial activity and crime, school violence and hostility, and antisocial peer

association (Shonkoff & Meisels, 2000).

Social and emotional growth includes raising children's understanding of their own

emotional needs and the emotional needs of others (Guralnick, 2018). He says social and

emotional growth often requires the growth of the self-esteem of children and their ability to

control negative feelings. Guralnick (2018) further stated that social and emotional growth is

closely correlated with a child's ability to develop healthy relationships with others and a

decreased risk of depression and other mental health outcomes. He adds that early intervention

benefits associated with children's social and emotional growth include increasing pro-social

behavior, enhancing self-esteem, and reducing the occurrence of clinically diagnosed mental

health disorders.

24
2.5 What are the barriers to effective early intervention?

A research conducted by Little et al (2015) identified weaknesses in the existing early

intervention framework that may restrict the ability of early intervention to achieve its potential.

They claim that these differences are triggered by the following: the child is eligible but the

referral is missing or ineffective, the referral is effective but the family is not receptive to early

intervention services (the inability to recognize developmental delays), the family is receptive

but the services are inaccessible, of poor quality, or poorly coordinated with medical care. They

add on to say start of services may be delayed.

Communication issues between families and pediatricians, including inability to

adequately explain the referral process, the belief of parents that they are experts in their child's

development and can determine for themselves if an assessment is required, the belief of parents

that their child's delays can resolve on their own or with their help, and practical difficulties in

contacting early intervention, including misinterpretation of reassurance and lack of awareness of

the referral mechanism, employees of the EI perceived that families are avoiding assessment

because they misrepresent the EI for child protection services (Jimenez et al, 2012).

2.6 Summary

This information on the literature review is important to the current study because it

shows how other researchers compiled their work on the effects of early intervention on

academic performance of deaf and hard of hearing learners. The literature review found that

early intervention works to reduce the risk factors and improve the safety factors in a child's life.

It says that the sooner developmental delays are identified and the intervention starts, the greater

the chance a young child has of reaching his or her best potential. From this literature, we have

learned that some of the choices for care and intervention include: Working with a specialist (or

25
team) who can help children and families learn how to communicate, get hearing aids, attend

support groups, and take advantage of other services available to children with hearing loss and

their families. Early intervention interventions also concentrate on promoting four main

dimensions of child growth; their physical, cognitive, behavioral, and social and emotional

development, where they have the ability to make the greatest difference and offer benefits over

a person's life. Established weaknesses in the current early intervention framework that can

restrict the capacity of early intervention to achieve its potential.

26
 CHAPTER THREE

3.0 Research Methodology

3.1 Introduction

According to Rajasekar et al. (2006), research is a logical and systematic search for

new and useful information on a particular topic. It is an investigation of finding solutions to

scientific and social problems through objective and systematic analysis. Methodology is the

philosophical framework within which the research is conducted or the foundation upon which

the research is based (Brown, 2006). Research methodology is the specific procedures or

techniques used to identify, select, process, and analyze information about a topic (Brown,

2006). He continues to say it is about how a researcher systematically designs a study to ensure

valid and reliable results that address the research aims and objectives. This study was aimed at

the effects of early intervention on the academic performance of deaf and hard of hearing

learners in special schools of Botswana (Ramotswa center for Deaf). This chapter discusses the

methodology of study that seeks to explore and address the question of ‘how’ our research will

be conducted, that is, how evidence will be collected and how meaning is derived from that

evidence. This chapter will address the following areas; research design, population of the study,

sampling, data collection instruments, data collection procedures, ethical considerations, data

preparation, operational definition, research variables and procedure for testing hypothesis.

3.2 Research orientation and Research design

This study will use a mixed methods research approach (convergent parallel design)

with priority given to the quantitative method. The approach provides strengths that counteract

the weaknesses and deficiencies of either method when used alone. According to Creswell and

27
Plano (2011) and Creswell (2008), the use of both approaches provides for a better

understanding of research problems than when either approach is used alone. In conducting this

study, quantitative research design was used because of the nature of the variables at hand and to

produce data required for the quantitative and qualitative description of views.

3.3 Population of the study

In this study the population was all the students from Ramotswa Centre for deaf

(95). The school’s intake has students aged from 10 to 16 years. From the total 95 students which

is a total population of the school a sample was calculated to determine the number of subjects

who are going to participate in the study.

3.4 Sampling method

According to Trochim and Donnelly (2001) Sampling is the process of selecting

units (e.g., people, organizations) from a population of interest so that by studying the sample we

may fairly generalize our results back to the population from which they were chosen. For this

study a stratification method will be used. Taherdoost (2016) says that a more representative

sample can be selected using the stratification procedure. The basic idea here is to divide the

target population into strata (groups) based on characteristics that you think are important

(Taherdoost, 2016). He continues to mention that stratification leads to reduced sampling error

because it can ensure that all relevant portions of the population are included in the sample.

Furthermore, stratification is easy to do, and it should be used whenever possible for optimal

coverage purposes. The researcher tried to put together a sample of people from diverse

backgrounds in order to get more varied data. 3.5 Data collection instrumentation

28
 According to Abawi (2013) data collection is a methodical process of gathering and

analyzing specific information to proffer solutions to relevant questions and evaluate the results.

Data collection in itself falls under two broad categories; Primary data collection and secondary

data collection (Abawi, 2013). Primary data Collection by definition is the gathering of raw data

collected at the source (Abawi, 2013). He says it is a process of collecting the original data

collected by a researcher for a specific research purpose. It could be further analyzed into two

segments; qualitative research and quantitative data collection methods. 1) Qualitative Research

Method. The qualitative research methods of data collection does not involve the collection of

data that involves numbers or a need to be deduced through a mathematical calculation, rather it

is based on the non-quantifiable elements like the feeling or emotion of the researcher (Abawi,

2013). An example of such a method is an open-ended questionnaire. 2) Quantitative Method.

Quantitative methods are presented in numbers and require a mathematical calculation to deduce

(Abawi, 2013). An example would be the use of a questionnaire with close-ended questions to

arrive at figures to be calculated mathematically. Also, methods of correlation and regression,

mean, mode and median.

Research instruments are simply devices for obtaining information relevant to your

research project (Abawi, 2013). There are various types of data collection instruments. They are

as follows; 1) Questionnaires- A questionnaire is a data collection instrument consistent of a

series of questions and other prompts for the purpose of gathering information from respondents

(Abawi, 2013). He further states that questionnaires can provide quick responses but adequate

care must be taken when developing questionnaires, to ensure you don’t influence the response

you receive. 2) Interviews- According to Abawi (2013) interviews consist of collecting data by

asking questions. He says data can be collected by listening to individuals, recording, filming

29
their responses, or a combination of methods. 3) Observation- According to Axinn and Pearce

(2006) observation, as the name implies, is a way of collecting data through observing.

Observation data collection method is classified as a participatory study, because the researcher

has to immerse herself in the setting where her respondents are, while taking notes and/or

recording (Axinn & Pearce, 2006). The processes under observation are normal and not

contrived. They can range from individual cases, through to groups and whole communities.

3.6 Data collection procedure

In order to collect our data we will first write to the University of Botswana office of research to

get an approval to do research from schools. After getting an approval we will write to Ministry

of Education Department (research unit). After we obtain a permit from the Ministry of

Education we are going to well also seek another permit from the Urban Regional office of

education. Furthermore, we will we will make a follow up with school head of Ramotswa Centre

for deaf to conduct a research in their school. After showing the school head our research permits

we will prepare consents letters for the parent to take part in our study. The data was collected

data from the selected school (Ramotswa Centre for deaf). Before commencement of the study I

visited the selected schools to familiarize myself with the population of study and also to meet

the management for official introduction and also to explain the objectives of this research. That

helped to check for the availability of the respondents so that if there is need be changes could be

made earlier.

3.7 Ethical considerations

After the approached participants agreed to participate, informed consent was first

sought from them. The school principal also granted permission to conduct the study on the

30
school premises. Informed consent was sought from the teacher participants who individually

consented to the study. The participants were informed of their right to withdraw from the study

at any point without penalty. Data were de-identified and no individual names were used to

identify the participants to ensure anonymity. The current study was subject to certain ethical

issues. As it was mentioned earlier, all participants reported their written acceptance regarding

their participation in the research, through a signed consent and briefing letter. At the same time,

sample members were asked to sign a debriefing and withdrawal letter. The aim of both letters

was to reassure participants that their participation in the research is voluntary and that they were

free to withdraw from it at any point and for any reason. Next to this, participants were fully

informed regarding the objectives of the study, while they were reassured that their answers were

treated as confidential and used only for academic purposes and only for the purposes of the

particular research. Except from the above, participants were not harmed or abused, both

physically and psychologically, during the conduction of the research. In contrast, the researcher

attempted to create and maintain a climate of comfort.

3.8 Data analysis plan

The data obtained from the questionnaires answered students with disabilities was

transferred from the survey forms into Microsoft excel spread sheets. Possible mistakes in the

data were checked in the processing of every variable in the data to sure that there is no missing

information. The data collected for the study was analyzed using descriptive statistics. Tables

and figures were used to display or present the data collected.

3.9 Procedure for testing hypothesis

31
 Hypothesis testing eliminates assumptions while making a proposition from the

basis of reason (Albrecht, 1981). The goal of hypothesis testing is to determine the likelihood

that a population parameter, such as the mean, is likely to be true (Albrecht, 1981). The method

of hypothesis testing can be summarized in four steps. 1) To begin, we identify a hypothesis or

claim that we feel should be tested. 2) We select a criterion upon which we decide that the claim

being tested is true or not. 3) Select a random sample from the population and measure the

sample mean. 4) Compare what we observe in the sample to what we expect to observe if the

claim we are testing is true. If the discrepancy between the sample mean and population mean is

small, then we will likely decide that the claim we are testing is indeed true. If the discrepancy is

too large, then we will likely decide to reject the claim as being not true.

32
Questionnaire

University of Botswana

This questionnaire is to be filled by persons with disabilities.

Dear respondents:

I am conducting a study on the effects of early intervention on the academic performance of deaf

and hard of hearing students. I would like to ask you a number of questions. It will take a few

minutes of your time to complete this questionnaire and your responses will be kept strictly

confidential. Please complete by circling a number or letter which corresponds with your desired

response and stating your answer fully in the spaces provided.

NB: I. you are not required to state your name

II. All questions asked here are equally important to attain the objectives of this study. It

would be very helpful if all the answers in this questionnaire are answered.

Thank you for your cooperation in advance!

PART ONE

Section A: Demographic Factors

Age:

Gender: Female Male

PART TWO

1. At what age did you start school?

33
 2. At what age did you receive intervention?

3. How does late intervention affect student’s academic performance?

4. Can early intervention improve deaf and hard of hearing student’s performance?

5. What intervention support services are provided?

a) Sign language

b) Interpreter

c) Hearing aid

Other specify:

6. Are the services provided effective?

7. Item related to factors that affect early intervention on deaf and hard of hearing children.

Some of the factors that may affect early intervention are listed below; please tick the

number which corresponds with the level of agreement on the table below.

(N.B. 1=strongly agree, 2 & 3=agree, 4=undecided, 5 & 6=disagree, 7=strongly disagree)

Strongly undecided Strongly

Barriers to early intervention Agree disagree

1 2 3 4 5 6 7

(a) Lack of professionals

(b) Family in denial of the child’s

34
 hearing impairment.
(c) Lack of services.

Thank you for completing the questionnaire!

35
Interview

Request:

 Your participation in this research study is voluntary, and you may withdraw at any time if so

desired,

 Your interview will take approximately 30 minutes,

 Your responses will remain confidential,

 Your participation remain anonymous.

Section A: Demographic Factors

Age:

Gender: Female Male

The main interview questions (IQs) and additional/support interview questions AIQs) will be

based on this research's objectives and research questions. Accordingly, they are as follows.

1. At what age should early intervention begin?

2. How does early intervention affect deaf and hard of hearing student’s academic

performance?

3. Can early intervention improve the student’s academic performance?

4. What are the early intervention services provided?

5. Are the services provided effective?

6. What are the barriers to early intervention?

36
 Faculty of Education

DEPARTMENT OF EDUCATIONAL FOUNDATIONS

Corner of Notwane & Mobuto Road Telephone: [267]

3552406/7/8
Private Bag 00702 Fax: [267] 3185096
Gaborone Website: www.ub.bw
BOTSWANA
Teacher

Dear Sir/Madam,

Re: Permission to conduct an educational research project in your class

I am a 4th year student at the University of Botswana, doing Introduction to Educational

Research. I am conducting a study on the effects of early intervention on the academic

performance of deaf and hard of hearing learners in Ramotswa Centre for deaf. Therefore I am

kindly asking for permission to carry out the research during your lesson.

The study seeks to find out the effects of early intervention on the academic performance of deaf

and hard of hearing learners. The other objective is to find out the intervention support services

provided to these learners in order to improve their academic performance. In order to get

information we will distribute questionnaires and also schedule for interview to the respondents.

Thank you in advance.

37
Yours Sincerely

Changu Jacob

Faculty of Education

DEPARTMENT OF EDUCATIONAL FOUNDATIONS

Corner of Notwane & Mobuto Road Telephone: [267]3552406/7/8
Private Bag 00702 Fax: [267] 3185096
Gaborone Website: www.ub.bw
BOTSWANA
The Director
The Ministry of Basic Education
Department of Educational Planning and Research Service [DEPRS}
South Region

Dear Sir/Madam

Re: Application for a Research Permit

38
I am a University of Botswana student in the Department of Educational Foundation, Counselling

and Human Service section. I intend to conduct a study entitled effects of early intervention on

academic performance of deaf and hard of hearing students. The study will seek to delineate

effects of early intervention on academic performance of deaf and hard of hearing students in this

district. The findings of the study will be used to provide relevant and targeted intervention

strategies that will serve to help learners receive early intervention to improve their academic

performance.

Therefore, I am kindly asking for permission to carry out the research in the primary school listed

in the attached page. I pledge to observe all ethical principles in order to maintain confidentiality

of information obtained.

Thank you.
Changu Jacob
201703279

39
 Faculty of Education

DEPARTMENT OF EDUCATIONAL FOUNDATIONS

Corner of Notwane & Mobuto Road Telephone: [267]3552406/7/8
Private Bag 00702 Fax: [267] 3185096
Gaborone Website: www.ub.bw
Botswana
The Director

Office of Research and Development (ORD)

University of Botswana

Private Bag UB 0022

Dear Sir/Madam

Re: Application for a Research Permit

I am a University of Botswana student in the Department of Educational Foundation,

Counselling and Human Service section. I intend to conduct a study entitled effects of early

intervention on academic performance of deaf and hard of hearing students. The study will seek

to effects of early intervention on academic performance of deaf and hard of hearing students in

this district. The findings of the study will be used to provide relevant and targeted intervention

40
strategies intervention strategies that will serve to help learners receive early intervention to

improve their academic performance.

Therefore, I am kindly asking for permission to carry out the research in senior secondary

schools listed in the attached page. I pledge to observe all ethical principles in order to maintain

confidentiality of information obtained.

Thank you.
Changu Jacob
201703279

41
 Faculty of Education
DEPARTMENT OF EDUCATIONAL FOUNDATIONS
Corner of Notwane & Mobuto Road Telephone: [267]3552406/7/8
Private Bag 00702 Fax: [267] 3185096
Gaborone Website: www.ub.bw
BOTSWANA
The School Head

Ramotswa Centre for deaf

P.O. Box 210

Ramotswa

Dear Sir/ Madam

Re: Application for a Research Permit

I am a University of Botswana student in the Department of Educational Foundation,

Counselling and Human Service section. I intend to conduct a study entitled effects of early

intervention on academic performance of deaf and hard of hearing students. The study will seek

to delineate effects of early intervention on academic performance of deaf and hard of hearing

students in this district. The findings of the study will be used to provide relevant and targeted

intervention strategies that will serve to help learners receive early intervention to improve their

academic performance. Therefore, I am kindly asking for permission to administer the attached

questionnaire to teachers in Ramotswa Centre for deaf.

42
Therefore, I am kindly asking for permission to carry out the research in the primary school

listed in the attached page. I pledge to observe all ethical principles in order to maintain

confidentiality of information obtained.

Thank you.

Changu Jacob

201703279

43
 Effects of early intervention on academic performance of deaf and hard of hearing

students: A case of Ramotswa Centre for deaf.

Assent Form

My name is Changu Jacob. I am trying to learn about effects of early intervention on school

performance of deaf and hard of hearing students because the study try to find to determine

whether early identification and intervention will help improve the school performance of Deaf

and hard of hearing. If you would like, you can be in my study.

If you decide you want to be in my study, you will have to answer questions in a questionnaire

and interview questions (answer questions face to face).

Other people will not know if you are in my study. I will put things I learn about you together

with things I learn about other children or peers, so no one can tell what things came from you.

When I tell other people about my research, I will not use your name, so no one can tell who I

am talking about.

Your parents or guardian have to say it’s OK for you to be in the study. After they decide, you

get to choose if you want to do it too. If you don’t want to be in the study, no one will be mad at

you. If you want to be in the study now and change your mind later, that’s OK. You can stop at

any time. 

My cellphone number is 74774218. You can call me if you have questions about the study or if

you decide you don’t want to be in the study any more.

44
 

I will give you a copy of this form in case you want to ask questions later.

Agreement

I have decided to be in the study even though I know that I don’t have to do it. [Name of

researcher] has answered all my questions.

______________________________ ________________

Signature of Study Participant Date

______________________________ ________________

Signature of Researcher Date

45
 INFORMED CONSENT FORM

PROJECT TITLE: Effects of early intervention on the academic performance of deaf and

hard of hearing students.

Changu Jacob

Phone number(s): 74774218

What you should know about this research study:

 We give you this informed consent document so that you may read about the purpose,

risks, and benefits of this research study.

 You have the right to refuse to take part, or agree to take part now and change your

mind later.

 Please review this consent form carefully. Ask any questions before you make a

decision.

 Your participation is voluntary.

PURPOSE

You are being asked to participate in a research study of effects of early intervention on

academic performance of deaf and hard of hearing students. The purpose of the study is to

contribute to the already existing studies about the effects of early intervention on academic

performance deaf and hard of hearing students. You were selected as a possible participant in

this study because are one of the students who are deaf and hard of hearing. Before you sign this

46
form, please ask any questions on any aspect of this study that is unclear to you. You may take

as much time as necessary to think it over.

PROCEDURES AND DURATION

If you decide to participate, you will be invited to

RISKS AND DISCOMFORTS

There will be no risks and discomforts in participating on this study.

BENEFITS AND/OR COMPENSATION

CONFIDENTIALITY

The data from this investigation will be confidential. None of these will be used for commercial

use.

VOLUNTARY PARTICIPATION

Participation in this study is voluntary. If you decide not to participate in this study, your

decision will not affect your future relations with the University of Botswana, its personnel, and

associated institutions. If you decide to participate, you are free to withdraw your consent and to

discontinue participation at any time without penalty. Any refusal to observe and meet

appointments agreed upon with the central investigator will be considered as implicit withdrawal

and therefore will terminate the subject’s participation in the investigation without his/her prior

request. In this event the subject will be paid what if owed to him/her or forfeit a proportionate

amount of relative payment mentioned earlier in this document. In the event of incapacity to

fulfill the duties agreed upon the subject’s participation to this investigation will be terminate

without his/her consent and no compensation will be offered under these circumstances.

47
AUTHORIZATION

You are making a decision whether or not to participate in this study. Your signature indicates

that you have read and understood the information provided above, have had all your questions

answered, and have decided to participate.

Name of Research Participant (please print) Date

_______________________________ ___________

Signature of Staff Obtaining Consent Date

YOU WILL BE GIVEN A COPY OF THIS CONSENT FORM TO KEEP.

If you have any questions concerning this study or consent form beyond those answered by the

investigator, including questions about the research, your rights as a research participant; or if

you feel that you have been treated unfairly and would like to talk to someone other than a

member of the research team, please feel free to contact the Office of Research and

Development, University of Botswana, Phone: Ms Dimpho Njadingwe on 355-2900, E-mail:

research@mopipi.ub.bw, Telefax: [0267] 395-7573.

48
 FOMO YA TUMALANO YA GO TSAYA KAROLO

SETLHOGO SA PATLISISO: Effects of early intervention on the academic performance of

deaf and hard of hearing students.

Mogolwane wa Dipatlisiso : Changu Jacob

Nomore ya mogala : 74774218

Se o tshwanetseng go se itse ka patlisiso e:

 Re go neela pampiri e ya tumalano ya go tsaya karolo gore o ka bala ka mosola,

dikgwetlho le dipoelo tsa patlisiso e.

 O na le tshwanelo ya go gana go tsaya karolo kana go dumela jaanong kana go fetola

mogopolo mo tsamaong ya nako.

 Tswee tswee bala pampiri e ya tumalano ya go tsaya karolo ka kelotlhoko. Botsa dipotso

dipe fela pele ga o tsaya tshwetso.

 Go tsaya karolo ga gago ke ga boithaopo.

BOTLHOKWA/MOSOLA WA PATLISISO

O kopiwa go tsaya karolo mo patlisissong ya maduo a go lemoga le go thusa bana ka bofefo ba

ba nang le go thoka kutlo mo dithutong tsa bone. Botlhokwa jwa patlisiso e, ke go leka go bata

botlhokwa jwa go lemoga le go thusa bana ka bofefo fa ba sena go lemogiwa. O tlhophilwe jaaka

moitseanape ka go bo o le motsadi wa ngwana o nang le go thoka kutlo. Pele ga o ka baya

pampiri e monwana, tlhomamisa gore o botsa ka ga sepe fela se o sa se tlhaloganyeng ka

patlisiso e. O ka tsaya nako ya gago go akanya ka yone.

TSAMAISO LE SEBAKA

49
Fa o tsaya tshwetso ya go tsaya karolo, o tla lalediwa go araba dipotso tse mmalwa o kwala

dikarabo le go araba dipotso ka molomo.

DITLAMORAGO LE DIKGORELETSI

Tabo go sena ditamorago le dikgoreletsi dipe fa le ka tsaya karolo mo patlisisong e.

DIPOELO LE/KANA DIKATSO

TSHOMARELO SEPHIRI

GO ITHAOPA GO TSAYA KAROLO

Go a ithaopiwa go tsaya karolo mo patlisisong e. Fa o tsaya tshwetso ya go seke o tsee karolo, ga

go kake ga ama tirisano ya gago le University of Botswana mo nakong e e tlang kgotsa le

makalana a a amanang le yone. Fa o tsaya tshwetso ya go tsaya karolo, o gololesegile go ka

boela morago nako nngwe le nngwe ntleng ga tuediso epe. Ga o ka gana go kopana le mmatlisisi

ka nako e le e dumalaneng, go tla a tsewa e le sesupo sa gore o ikgogetse morago mme ka jalo

kamano ya gago mo patlisisong e e tla busediwa morago le fa o sa fa kopo epe. Fa o palelwa

kgotsa o retelelwa ke go diragatsa ditumalano tse di dumalanweng tsa go tsaya karolo mo

patlisisong e, kamano ya gago mo patlisisong e e tla emisiwa o sa rerisiwa e bile o sa fiwa

phimola keledi epe.

TESELETSO

O dira tshwetso ya go tsaya kgotsa go seke o tsee karolo mo patlisisong e. Monwana wa gago o

supa fa o badile e bile o tlhalogantse ditlhaloso tse o di filweng fa godimo, e bile dipotso tsa gago

tsotlhe di arabesegile, gape o tsere tshwetso ya go tsaya karolo.

50
Leina la mo tsaya karolo (kwala) Letsatsi

Monwana wa mo tsaya karolo kana moemedi

Kamano le mo tsaya karolo

Monwana wa mosupi Monwana wa mmereki yo o tsayang tumalano

(Fa o batla)

O TLA A NEELWA PAMPIRI E NNGWE YA TUMALANO GORE O E BEE SENTLE

Fa o na le dipotso tse di amanang le patlisiso e, kgotsa tumalano e ntleng ga tse di arabilweng ke

mmatlisisi, ga mmogo le dipotso ka ga patlisiso e, ditshwanelo tsa gago o le mo tsaya karolo;

kana o akanya gore ga o a tsewa sentle, ka tswee-tswee utlwa o gololesegile go ka ikgolaganya le

ba ofisi ya patlisiso le ditlhabololo (Research and Development) ko University ya Botswana,

mogala: Mme Mary Kasule mo 355 2911/2900, Email: mary.kasule@mopipi.ub.bw Telefax

(0267) 395-7573

51
BUDGET FOR STUDY ON EFFECTS OF EARLY INTERVENTION ON ACADEMIC
PERFORMANCE OF DEAF AND HARD OF HEARING STUDENTS.
Budget activity/item Duration Unit Cost (BWP) Total Amount(BWP)
Materials
 10 note pads 30 days 25 250

 Pens (1 pack) 30 days 50 50

 Pencils (1 pack) 30 days 20 20

 Rubbers (1 pack) 30 days 30 30

 Memory stick (32 30 days 200 200

GB)
Total P550

Transport
 UB to Ramotswa
 UB – Bus Rank 30 days 10 300
(return trip)
 Bus rank – Ramotswa
30 days 20 600
(return trip)
 Ramotswa bus stop –
Ramotswa centre for 30 days 10 300
deaf (return trip)

Total P1200

Printing P1/page P400

Final Report (binding) P150
Airtime
 Appointments and
feedbacks
 Parents
250
Teachers

52
 200
TOTAL 30 days 1000
Training 30 days 25
Lunch on school visits 750
GRAND TOTAL P3500

53
Work Schedule Gant Chart

Time in Months
Research activity Sep Oct Nov Dec Jan Feb March Apri May
l
Identify research area
Formulate research
questions
Write research proposal
Negotiate access
Literature review
Data collection
Data analysis
Write Draft
Final Draft
Dissertation Due

54
 REFERENCES

Abawi, K. (2013). Data collection instruments (questionnaire & interview). Geneva: Geneva

Foundation for Medical Education and Research.

Albrecht, J. W. (1981). A procedure for testing the signaling hypothesis. Journal of Public

Economics, 15(1), 123-132.

Alpiner, J. G. & McCarthy, P. A. (2000). (3rd Ed.). Rehabilitative audiology: Children and

adults. Lippincott Williams and Wilkins. USA.

Agyire-Tettey, E. E., Cobbina, M., & Hamenoo, E. S. (2017). Academic Challenges of Students

with Hearing Impairment (SHIs) in Ghana. Disability, CBR & Inclusive

Development, 28(3), 127-150.

Axinn, W. G., & Pearce, L. D. (2006). Mixed method data collection strategies. Cambridge

University Press.

Bentari, D. (2010). Sign languages. Cambridge University Press.

Brown C. (2006). Early intervention: Strategies for public and private sector collaboration. Paper

presented at the 2006 Convention of the Alexander Graham Bell Association for the Deaf

and Hard of Hearing, Pittsburgh PA.

Casto, G., & White, K. (1985). The efficacy of early intervention programs with environmentally

at-risk infants. Journal of Children in Contemporary Society, 17(1), 37-50.

De la Fuente, J., Zapata, L., & Martínez-Vicente, J. M. (2015). Academic Performance: Student

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