Academic Journal
A Comparative Study of Learning Outcomes for Hearing-Impaired Foundation Phase Learners
| Title: | A Comparative Study of Learning Outcomes for Hearing-Impaired Foundation Phase Learners |
|---|---|
| Authors: | Aisha Casoojee (ORCID |
| Source: | South African Journal of Childhood Education. 2024 14(1). |
| Abstract: | 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. |
| Language: | English |
| Availability: | AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/sajce |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Hearing Impairments, Foreign Countries, Language Acquisition, Outcomes of Education, Congenital Impairments, Speech Therapy, Early Intervention, Children, Listening, Standard Spoken Usage, Developing Nations, Deafness |
| Geographic Terms: | South Africa |
| ISSN: | 2223-7674 2223-7682 |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1418319 |
| ISSN: | 2223-76742223-7682 |
| Database: | ERIC |
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