School readiness and academic achievement of children with hearing impairment: A South African exploratory study

Ntsako P. Maluleke,Amisha Kanji,Katijah Khoza-Shangase

doi:10.4102/sajce.v11i1.898

Abstract

Background: Children with hearing impairment may be at risk of not achieving the necessary school readiness because of the link between hearing impairment and academic achievement. However, early hearing detection and intervention (EHDI) can improve potential outcomes for these children.Aim: As part of a bigger study titled ‘Communication and school readiness abilities of hearing-impaired preschool graduates: Exploring outcomes of early intervention preschool programs in Gauteng’, the aim of this study was to describe the school readiness and academic achievement of children with hearing impairment through retrospective record reviews of EHDI preschool records and Grade 3 teachers’ survey.Setting: The study was conducted in Gauteng, South Africa, where two EHDI preschool centres participated in the study.Methods: Eight children identified with hearing impairment and enrolled in EHDI preschools were included in the study, along with their Grade 3 teachers. Data collection was conducted through a self-developed teacher questionnaire and record reviews of the children’s preschool files. Data were analysed using descriptive statistics.Results: Three children (n = 8) obtained age-appropriate school readiness results and were subsequently enrolled in mainstream schools. Five children (n = 8) did not exhibit age-appropriate school readiness and were subsequently enrolled in remedial schools and schools for Learners with Special Education Needs (LSEN).Conclusion: These preliminary findings demonstrate that through EHDI, children with hearing impairment are allowed to develop the school readiness required to experience academic success. Factors influencing outcomes within the South African context need to be explored in order for South Africa to benefit maximally from EHDI initiatives.

Highlights

School readiness refers to a child’s developmental, emotional and social readiness to enter a new world of learning that is different from their social environment at home or preschool learning (Umat et al 2018)
Hearing Detection and Intervention preschool A is situated in Johannesburg and offers a specialised preschool programme for children with hearing impairments and/or language delay, with English as a medium of instruction, while early hearing detection and intervention (EHDI) preschool B is situated in Pretoria and offers habilitation services for children with hearing impairments in a preschool setting, with English and Afrikaans as medium of instruction (Maluleke, Khoza-Shangase & Kanji 2019b)
Findings of this study revealed that only three children attained age-appropriate school readiness; the remaining five children did not attain age-appropriate school readiness as demonstrated by below-average attention, spoken language abilities, concept knowledge and early literacy abilities

Summary

Introduction

School readiness refers to a child’s developmental, emotional and social readiness to enter a new world of learning that is different from their social environment at home or preschool learning (Umat et al 2018). It constitutes a solid foundation in early spoken language abilities, early literacy, attention skills and mathematical concepts among other factors (Harrington, Desjardin & Shea 2010; Mukani, Ling & Ghani 2007). Early hearing detection and intervention (EHDI) can improve potential outcomes for these children

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Conclusion