Establishing Challenges Faced By Learners with Hearing Impairment in Learning Music Theory and Aurals, a Case of Primary and Secondary Schools Kakamega County, Kenya

Abstract Education for all (EFA) is a global commitment established in the year 2000.Vision 2030, government of Kenya 2001, also advocates for Education as an important pillar in development. The Government of Kenya has introduced free and compulsory competency based Education. Learners with hearing impairment (HI) however do not learn music as a subject. This study explores challenges faced in learning music by learners with hearing impairment (HI). The objective of the study is to establish the challenges faced by learners with hearing impairment while learning Music theory and aurals. Purposive, stratified and random sampling methods were used to select target respondents. 2 primary schools and 2 secondary schools all from Kakamega county were sampled for the study. In addition, Mumias Education Assessment Resource Centre (MEARC) was used to provide information on the selection and placement procedure of learners with hearing impairment. 80 students from each targeted institution were sampled for the study. In addition, 5 administrators from institutions of learners with hearing impairment were interviewed. The study employed descriptive and experimental research designs. Data was collected using questionnaires, observation schedules, and interview schedules and then presented using charts and tables. The questionnaires, observation and, interview schedules were administered to learners with HI, their teachers, and MEARC officers. Some learners were subjected to selected teaching strategies (experimental group) and other learners not subjected to those teaching strategies (control group). Validity was ensured by using respondents versed with special needs education. Instruments for study were tested through piloting with few respondents. The experimental research design targeted relevant respondents with hearing impairment. Music equipment used was tuned well to give correct pitch. Data was coded and presented using tables, figures and graphs. Collected data was subjected to content analysis in which triangulation was employed to get views from different sources. The major finding of the study is that learners with hearing impairment have a lot of potential in music and therefore can do music as a subject. The study recommends that learners with hearing impairment be provided with adequate learning materials in Music and they should be given an opportunity to study music as a subject; Kenya Institute of Special Education (KISE) should introduce Music as a subject; and, Kenya Institute of Curriculum Development (KICD) and the Kenya National Examinations Council (KNEC) should incorporate concerns of the HI in their syllabi. It is hoped that findings of this study will be beneficial to Curriculum developers (KICD), teachers, EARC officers, and learners with hearing impairment with regard to learning music and aurals. The study concluded that learners with HI are capable of studying music as a subject Key words: Hearing impairment (HI), Music and Aurals, music theory, Education Assessment and Resource Centre, placement, Omusiru.