A Preliminary Report of the Audiological Profile of Hearing Impaired Pupils in Inclusive Schools in Lagos State, Nigeria

Chinyere Nkiruka Asoegwu, Loretta U Ogban, Clement C Nwawolo

Abstract


Purpose: The programme to enrol hearing impaired pupils in inclusive schools in Lagos State, Nigeria, has been endorsed recently and is at a transitional phase. The study assessed the audiological profile of the enrolled pupils with hearing impairment.

Methods: After a random selection of 7 designated inclusive primary schools in Lagos State, a two-stage study was conducted. First, a questionnaire documenting audiological history was administered to the pupils with hearing impairment. This was followed by pure tone audiometry.

Results: Study participants were between 4 and 26 years of age (mean 12.8±4.1). About 158 (96.9%) of them had bilateral profound hearing loss. Method of communication for 132 (81%) was by sign language, followed by lip reading for 56(34.4%).

Conclusion: Severity of hearing impairment was profound among this category of enrolled students. Most of them had probably been transferred from schools for the Deaf to inclusive schools. Less severe degrees of hearing impairment may have been detected if audiological assessment had been mandatory for all the school children.

Keywords


Hearing impairment; audiology; pure tone audiometry; newborn hearing; inclusive education.

Full Text:

PDF

References


Ahmad AO, Kolo ES, Abah ER, Oladigbolu KK (2012). An appraisal of common otologic disorders as seen in deaf population in North-Western Nigeria. Ann Afr Med; 11: 153-156. https://doi.org/10.4103/1596-3519.96875. PMid:22684133

American National Standards Institute (2004). Methods for manual pure-tone threshold audiometry (ANSI S3.21-2004), New York.

Anumonye FO (1991). Problems of mainstreaming handicapped children in Nigeria. In E. D. Ozoji, J. U. Umolu and S. O. Olaniyan (eds), Contemporary Issues in Mainstreaming Exceptional Children in Nigeria’s 6-3-3-4 System of Education. Jos: National Council for Exceptional Children. 65±70.

Blanchfield BB, Feldman JJ, Dunbar JL, Gardner EN (2001). The severely to profoundly hearing-impaired population in the United States: Prevalence estimates and demographics. J Am AcadAudiol; 12: 183-189.

c21stnigeria (2015). Lagos state inclusive education policy [Online]. Available at: https://c21stnigeria.wordpress.com/2015/06/14/lagos-state-inclusive-education-policy/

Eleweke CJ (2002). A review of issues in deaf education under Nigeria's 6-3-3-4 Education system. J Deaf Stud Deaf Educ.;7(1): 74-82. https://doi.org/10.1093/deafed/7.1.74. PMid:15451887

Ewa (2014). A survey of basic facilities and service provision for the successful inclusion of the students with hearing impairment in inclusive education setting in cross river, Akwa IBOM & Rivers State of Nigeria. Journal of Education in contexts; 2: 52-70.

IBM Corp (Released 2012). IBM SPSS Statistics for windows, Version 21.0. Armonk, NY: IBM Corp.

Mitchell R, Karchmer M (2004). Chasing the mythical ten percent: Parental hearing status of deaf and hard of hearing students in the United States. Sign Lang Stud.; 4(2): 138–163. https://doi.org/10.1353/sls.2004.0005

Nigerian Educational Research and Development Council - NERDC (2004). Nigerian National Policy on Education. 4th edition [Online]. Available at: http://wbgfiles.worldbank.org/documents/hdn/ed/saber/supporting_doc/AFR/Nigeria/TCH/National%20Policy%20on%20Education.pdf

Olaniyan O (2011). The determinants of child schooling in Nigeria. African Economic Research Consortium paper 217. Nairobi, Kenya.

Turton L, Smith P (2013). Prevalence and characteristics of severe and profound hearing loss in a UK National Health Service clinic. Int J Audiol; 52: 92-97. https://doi.org/10.3109/14992027.2012.735376. PMid:23205712

United Nations Educational, Scientific and Cultural Organisation - UNESCO (1994). The Salamanca statement and framework for action on special needs education: Access and quality. Salamanca, Spain, 7-10 June.

Vaccari C, Marschark M (1997). Communication between parents and deaf children: Implications for social-emotional development. J. Child Psychol. Psychiat.; 38: 793-801. https://doi.org/10.1111/j.1469-7610.1997.tb01597.x. PMid:9363578

World Federation of the Deaf (2016). Position paper on the language rights of deaf children. Version 1.0, 7 September.

World Health Organisation Grades of Hearing Impairment (2008). SCENIHR, Potential health risks of exposure to noise from personal music players and mobile phones including a music playing function: 22.

World Population Review (2017). Lagos Population 2017 [Online]. Available at: http://worldpopulationreview.com/world-cities/lagos-population/. [Accessed on 22 Jun 2017]




DOI: https://doi.org/10.5463/dcid.v30i2.821



Copyright (c) 2019 Chinyere Nkiruka Asoegwu, Loretta U Ogban, Clement C Nwawolo

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Supported by:

netherlandsleprosyrelief_logo_rgb_-_new_logo_2014_120                   

© Disability, CBR & Inclusive Development