REPUBLIC OF KENYA

MINISTRY OF EDUCATION

DIPLOMA CURRICULUM IN SPECIAL NEEDS EDUCATION

MODULE II

(HEARING IMPAIRMENT)

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Introduction to learners with Hearing Impairment (36Hrs)
Description
This subject covers definition of terms, characteristic, identification, placement and support
services for learners with hearing impairment. It also describes communication strategies for
learners with hearing impairment and the impact of hearing impairment on the learners in the
social system. In addition, the impact of free primary education on the education of learners with
hearing impairment shall be covered.

Objectives
By the end of the subject, the trainee be able to:
a) Define the term used in the education of learners with hearing impairment;
b) Discuss identification ad characteristic of person with hearing impairment;
c) Describe the placement options of learners with hearing impairment;
d) Describe communication strategies for learners with hearing impairment;
e) Describe the impact of the hearing impairment on participation in larger social system,
the school, the community and society;
f) Explain the education provision for learners with hearing impairment;
g) Examine the impact of free primary education on learners with hearing impairment;
h) Identify support services for learners with hearing impairment.
Content
1. Definition of terms
a) Hearing impairment
b) Deaf
c) Hard of hearing
d) Conductive hearing less
e) Sensorineural hearing loss
f) Mixed hearing loss
g) Amplification
h) Interpreters
2. Identification and characteristics of children with hearing impairment.
a) Identification using behavioural characteristics
b) Characteristics
 Speech and language dysfunction
 Academic achievement
 Social adjustment
 Self esteem
 Social maturity
3. Communication strategies for learners with hearing impairments
a) Language instruction approaches

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 b) Use of oral communication
c) Total communication
d) Bilingualism
e) Amplification
4. Education provision and placement for learners with hearing impairment in Kenya.
a) Pre-school with no support
b) Regular school with no support
c) Regular schools with support (inclusive)
d) Units for the hearing impaired
e) Special schools
f) Informal institutions (home based programmes and rehabilitation centers)
g) Peripatetic/ itinerant services
5. Impact of hearing impairment on participation in social systems
a) Family
b) School
c) Community
d) Society
e) The deaf culture
6. Impact of free primary education on learners with hearing impairment
a) Classroom environment
b) Social environment
c) Policy issues
d) Teaching approaches
e) Resources;
Human
Material
7. Support services
a) Interpretation services
b) Guidance and counselling
c) Note taking services.
d) Provision of material and equipment.

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Anatomy, Physiology and Pathology of the Auditory System. (48Hrs)
Description
This subject covers definitions of terms and concepts, the structure and functions of the auditory
system. It also covers types, causes and prevention of hearing loss. Management of hearing
impairment and implication of hearing loss on learning are also covered.

Objectives
By the end of the subject, the trainee should be able to;
a) Define different terms used in the subject;
b) Describe the structure and functions of the auditory system;
c) Discuss the physiology of hearing
d) Describe the classification and type of hearing loss.
e) Explain the causes, prevention and possible management of hearing loss;
f) Discuss the implication of hearing loss on learning.

Content
1. Definition of terms
a) Anatomy
b) Physiology
c) Pathology
d) Dysfunction
2. The structure of the auditory system
a) Outer ear
b) Middle ear
c) Inner ear
3. Functions of different part of the ear
a) Outer ear
b) Middle ear
c) Inner ear
4. Physiology of hearing
a) Perception of sound
b) Analysis of pitch
c) Appreciation of loudness
5. Causes of hearing loss.
a) Pre-natal factors
b) Peri-natal factors
c) Post-natal factors
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6. Classification and types of hearing loss
a) General classification
 Deaf
 Hard of hearing
b) Classification according to severity of impairment
 Mild
 Moderate
 Severe
 Profound
c) classification according to the part of the ear affected
 conductive hearing loss
 sensorineural hearing loss
 mixed hearing loss
7. Prevention of hearing loss
a) pre-natal period
b) peri-natal period
c) post-natal period
8. Management of hearing loss
a) Conservative treatment
b) Surgery
9. Implications of hearing loss on hearing
a) Curriculum
 Adaptation of syllabus
 Instructional methods
 Medium of instruction
 Evaluation
 Instructional material

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Adaptation Physical Education, Sports and Recreational Activities
for Learners with Hearing Impairment (36Hrs)
Description.
This subject covers the theoretical basis for teaching physical education, skills for adapting and
improving physical and recreational activities and facilities both indoor and outdoor for learners
with hearing impairment.

Objectives
By the end of the subject, the trainee should be able to;
a) Define terms used in physical education;
b) Explain the benefits of physical education and recreational activities;
c) Explain physical exercise and recreation activities for the learner with hearing
impairments;
d) Identify material and equipment for teaching physical education, sports and recreational
activities to learners with hearing impairment;
e) Explain outdoor and indoor sports, games and recreational activities for learners with
hearing impairments;
f) Identify, and improve methods of instruction during for learners with hearing impairment;
g) Demonstrate the ability to teach and organize physical education and recreational
activities to learners with hearing impairments;
Content
1. Definition of terms
a) Physical education
b) Adapted Physical Education
c) Recreation
2. Benefits of physical education and recreational activities for learners with hearing
impairments
a) Social benefits
b) Physical benefits
c) Cognitive benefits
d) Vocational benefits
e) Emotional benefits
f) Economic
g) Moral
h) Health

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3. Adaptation of the Kenyan physical education syllabus for learners with hearing
impairments
a) Learning environment
 Indoors
 outdoors
b) Instructional and communication techniques
 Use of individualized education programme
 Use of short and precise verbal instructions
 Use of task analysis
c) Rules of the games and sports
 Minor rule changes
4. Adapted sport activities and materials for the leaners with hearing impairments
a. Outdoor games and activities
 Table tennis
 Tenniquoit
 Volleyball
 Football
 Singing games
 Top and kites
 Gymnastic activities
 Showdown
 Goalball
 Handball
b. Indoor games
 Cards
 Ajua
 Weaving patterns of fingers and toes
 Table tennis
 Shooting targets
 Ludo
 Chess
 Drafts
 Dominos
 Scrabble
 Judo
 Wrestling
 Darts
 Snakes and ladder
 Marble “gololi”
c. Recreational activities in the community
 Dances
 Clubs
 Theatre

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  Excursions
 Company

5. Organization of games and sports days

 School
 Base
 Zonal
 Sub county
 County
 Regional
 National
6. First aid and safety measures
a) Fainting
b) Injuries
c) Sprains
d) Fractures
7. Planning and implementation of an adapted physical education lessons
a. Scheme of work/programme of activities
b. Lesson/ daily programme of activities
c. Activities
 Introductory activities
 Compensatory activities
 Class activities
 Group activities
 Game activities
 Final activities
d. Teaching an adapted physical education lesson.

Speech and Language Development(48Hrs)

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Description
This subject covers normal speech and language development, organs of speech, acoustic
properties of speech and theories of language development. Communication processes, structure
and functions of language are also covered. In addition, speech and language difficulties faced by
children with hearing impairments are covered.
Objectives
By the of the subject, the trainee should be able to;
a) Define terms and concepts in relation to speech and language development;
b) Describe the anatomy and physiology of the organs of speech;
c) Describe the acoustic properties of speech;
d) Describe the early normal development of speech and language in children;
e) Describe and analyze different theories of speech and language acquisition;
f) Explain the influence of speech and language acquisition theories on the teaching of
language;
g) Describe the structure and functions of language
h) Identify and explain forms and processes of communication;
i) Identify speech and language difficulties faced by children with hearing impairments;
j) Describe intervention measures for speech and language difficulties of children with
hearing impairment.
Content
1. Definition of terms
a) Speech
b) Language
c) Communication
d) Medium
2. Anatomy and physiology of speech organs
a) Tongue
b) Lips
c) Jaw muscles
d) Vocal cords
e) Larynx
f) Soft palate
g) Lungs
h) Rib cage
i) Diaphragm
j) Velum
3. Normal development of speech and language in children
a) Crying, babbling, holophrases, two-word utterance, telegraphic speech
b) The emergencies of phonemes in the child’s speech and the acquisition of the
spoken language.
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 c) Assessing and recording speech and language progress.
4. Development of spoken language to the learner with hearing impairment
a) Use of conversation in language development
b) Comprehension and use of spoken language
5. Voice (acoustic properties of speech)
a) Quality
 Phonation (breathing, huskiness, hoarseness)
 Resonance (hyper nasal, hypo nasal, nasal)
b) Pitch
c) Loudness
6. Theories of language development
a) Inborn or innate acquisition devices
b) Imitation
c) Reinforcement
d) Environmental input
e) Acquisition strategies
7. Structure and function of language
a) Language as a fundamental basis of thought
b) Language as a provider of view of nature
c) Language as a provider of specifies of culture
8. Language acquisition. Different theories and their implications on the views of
a) Acquisition of first language
b) Acquisition of a second or foreign language
9. Language of identity
a) Ethnic identity
b) Nationalism
c) Language and dialects
d) Language and social status
e) The impact of national and official in a multi-lingual society
10. Learning language
a) Self- discovery activities
b) Guided activities
c) Stories, conversations, and dramas built around words, items, interest
11. Process of communication
a) Sensory
b) Perception
c) Imagery
d) Conceptualization
e) Symbolization
12. Communication
a) Sender
b) Receiver
c) Medium of communication

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 13. Forms of communication
a) Verbal
b) Non-verbal
14. Elements of language
a. Contest
b. Form
c. Language functions
15. Speech and language difficulties
a) Differentiation
b) Characteristics
c) Speech difficulties
 Voice
 Phonation
 Articulation
 Prosody of speech
d) Language difficulties
 Systematic
 Semantics
 Pragmatic
16. Intervention measures
a) Early identification
b) Early medical management
c) Early audiological management
d) Early language intervention
 Oral language
 Sign language
e) Multiple services (multidisciplinary approach)
 Psychological
 Social
 Educational
 medical
f) Words, morphologic aspect, syntactic structure and pragmatic use of language
g) Parental involvement
h) Use of visual cues
i) Amplification
j) Non-verbal means of communication

Auditory Training (36Hrs)

Description
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This subject covers activities which encourage the use of residual hearing for listening to sound
stimuli and hearing to discriminate them
Objectives
By the end of the subject, the trainee should be able;
a) Discuss aims of auditory training;
b) Discuss activities for auditory training;
c) Describe ways of helping learners who are hearing impaired to use residual hearing
maximumly;
d) Identify activities that can help reinforce auditory training.
Content
1. Aims of auditory training
2. Activities of auditory training
a) Sources of sound
 Objects
 Animals
 People voices
 Liquids
 Taped music/radio sounds
 Nature sounds
 Thunder
 Wind
 Water falls
b) Discriminating different environmental sounds
 Discrimination of sounds and absence of sounds
 Discrimination of different sounds
 Discrimination of fast and slow sounds
 Discrimination of long and short
 Discrimination of high and low sounds
 Discrimination of animal sounds
 Discrimination of speech sounds
3. Use of residual hearing to the maximum
a) Listening to different sources of sound
b) Discriminating the sounds
c) Responding to simple instructions/directions
d) Listening to commands
e) Discriminating speech patterns
4. Activities for reinforcing auditory training
Auditory games
Simple stories
Auditory dances

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 Listening to music
5. Practicals

Introduction to Phonetics and Phonology(36Hrs)

Description

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This subject covers the phonetics and phonology of English as well as the international phonetics
alphabets
Objectives
By the end of the subject, the trainee should be able to;
a) Define phonetics and phonology and phonetics;
b) Describe the impact of mother tongue interference and dialectal differences on
pronunciation;
c) Describe the production of voice;
d) Describe the acoustic properties of speech sounds;
e) Describe English and Kiswahili phonetics;
f) Identify syllables in words and their use in rhythm and stress patterns;
g) Describe the influences of stress intonation and rhythm in speech
h) Describe production of speech sounds
i) Describe and classify speech sounds
j) Describe assimilation and identify assimilation process in running speech
k) Transcribe and produce speech sounds as contained in the international phonetic alphabet
(IPA);
l) Transcribe words, sentences and short passages.
Content
1. Definition
a) Phonology
b) Phonetics
2. Mother tongue interference and dialectical differences
a) Impact of mother tongue interference
b) Dialectical differences
3. Production of voice
a) Breath and breath control
 Palmonic airstream mechanisms
 Gottallic airstream mechanism
 Velaric airstream mechanism
b) Voice
 Phonation/voice production
 Resonance
4. Voices
 Pitch and frequency
 Loudness intensity
 Acoustic properties of speech sounds
 Measurement of sounds
5. Phonemes
a) Definition

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 b) Phonemes of English
c) Phonemes of Kiswahili
6. Running speech
a) Syllables, stress and rhythm
b) Weak and strong forms of syllables
c) Intonation
d) Assimilation
e) Influence of stress, interaction and rhythm in speech
7. Classification of speech sounds
a) Vowels
b) Consonants
c) Consonants blends
d) The cardinal vowels
 Primary cardinal vowels
 Secondary cardinal vowels
 Cardinal vowel figure
8. Production of speech sounds
a) Place of articulation
b) Manner of articulation
c) Voiced and unvoiced speech sounds
9. International phonetics alphabet
a) Introduction
b) Transcriptions
c) Production of speech sounds
10. Phonetics transcription
a) Speech sounds
b) Words
c) Sentences
d) passages

Elementary Kenya Sign Language (48Hrs)

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Description
This subject covers historical development of sign language and finger spelling. It also
covers vocabulary and sentences in Kenya Sign Language related to etiquette, family,
homes, school, numbers, our body parts, days of the week, weather, clothes, travels,
shopping, occupation, positions, directions, world around us and environment.
Objectives
By the end of the subject, the trainee should be able to;
a) Define terms used in sign language;
b) Describe the historical development of sign language, Signed English (SE),
Signed Exact English (SEE)finger-spelling and Kenya Sign Language;
c) Acquire basic vocabulary and sentences patterns in Kenya Sign Language in
greetings, requests, simple commands, and giving information related to the
family, homes, schools, our body, day of the week, weather, clothes, travels,
shopping, occupation and world around us;
d) Finger spell-letter, words, sentences;
e) Count in Kenya Sign Language up to 1000;
f) Sign fluently

Content
1. Definition of terms
a) Sign language
b) Kenya Sign Language
c) Signed English (SE)
d) Signed Exact English (SEE)
e) Gestures
f) Oral
g) Oral/aural methods
h) Total communication
i) Bilingualism
2. Historical Development of Sign Language
a) World overview of origin and development of Sign Language, Finger
spelling SE, and SEE
b) Origin and development of Kenya Sign Language
c) Importance of KSL, SE, SEE, and Finger spelling
3. Basic vocabulary and sentence pattern in Kenya Sign Language

a) Etiquette and dialogue in Kenya Sign Language

 Greeting
 Requests
 Farewell
 Words of courtesy
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  Attracting attention
 Taking turns
 Asking and answering questions relating to names, weather,
school, home and family
b) Home
 Naming and describing objects found n the home according to
colour, size, length, use
 Naming and describing domestic animals
 Asking and answering questions
THIS/THATWHAT +non-manual features
THESE/THOSE WHAT+non-manual features
HOW+non-manual features
WHY+non-manual features
 Singular /plural forms
 Use of imperatives e.g. BEN BOTTLE MARY GIVE + non-
manual features
c) School
 Naming objects/thing and building in the school compound
 Naming people in the school and their work
 Asking and answering
-What is this/that question
-What are these/ those questions in Kenya Sign Language
 Giving and responding to simple commands/request using ‘‘show’’
and ‘‘please’’ in Kenyan
 Sign language ‘‘DOOR CLOSE’’ (close the door)
 Asking and answering questions using ‘‘WHO’’ questions+ present
continuous tense and simple past tense
 Asking and answering questions using ‘‘where’’ and appropriate
‘‘prepositions’’
d) Family
 Naming members of the nuclear and extended family
 Asking and answering questions with ‘‘WHO” and ‘’WHAT’’
‘‘HOW MANY as in MOTHER NAME
-WHAT + non-manual features
 Personal and possessive pronouns
 Story telling
 Related idiomatic expressions
 Describing members of the family according age, gender and roles
e) Our Body
 Naming parts of the body
 Asking and answering with questions with ‘‘WHAT’’
 Giving and responding to simple commands such as ‘‘show me
your……’’

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  Use of possessive and personal pronouns
 Singular/ plural/forms
f) Days of the week, the weather, time months of the year
 Naming days of the week and months of the year
 Describing different weather conditions
 Asking and answering questions about the weather using present,
past and future tenses.
 Asking and answering WHEN- questions+ past and FUTURE
tenses.
 Use of adverbs of time such as
-yesterday
-next month
g) Clothes
 Naming and describing clothes
 Describing people according to clothes they are wearing
 Asking and answering questions relating to clothes and wear
 Describing how clothes are made and mended
 Choosing clothes and shoes to wear
 Singular and plural forms
 Possessive pronoun
 Use of ‘‘AND’’ and ‘‘OR’’
 Use of adjectives such as
-Colour
-Size
-value
h) Travel
 Naming different means of transport
Air transport
Land transport
Water transport
 Asking and answering questions related related to travel
 Use of tenses
 poems
j) shopping
 naming things found in shops, kiosks, supermarket and open air
markets
 asking/answering questions related to shopping
 giving and responding to requests and commands related to
-shopping
- tenses
-pronouns
-adjectives

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 - adverbs
-verbs
j) occupation
 use of WHO in definition such as a person who grow food for
us is called a ‘‘farmer’’.
 Name and describe people according to their occupations
 Asking and answering questions related to occupations
 Poems
k) The world around us/environment
 Naming and describing things, people and animals in our
environment
 Asking and answering questions about things in the
environment
 Poems
l) Position and direction
 Use of WHERE + appropriate preposition
 SPOON WHERE //+ non-manual expressions
 CARPENTER/HAMMER KEEP WHERE//+non-manual
features
m) Signing names of administrative units and national anthem
 Towns
 Subcounty
 County
 Regional
 countries
 National anthem
4. Finger spelling
a) Hints for expressive and receptive fingerspelling
b) Alphabet
c) Fingerspelling of words and words in sentences
5. Numbers
a) Counting up to 1000
b) Asking and answering questions using HOW -MANY
c) Giving and responding to requests and simple commands
d) Use of ‘‘less than’’ and ‘‘more than’’
e) Practical sign using numbers
6. Composition of sign language
a) Manual features
b) Non-manual features
c) Pre-manual features
d) Elements of sign and their relationship
-Handshapes

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 -Place of articulation
-Movement
-orientation

Historical Development of Education of Learners with Hearing

Impairment (36Hrs)
Description
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This subject covers the historical development of education of learners with hearing impairments
from an international perspective, Africa, East Africa and Kenya.
Objectives
By the end of the subject, the trainee should be able to;
a) Explain the history of education of learners with hearing impairment;
b) Describe the traditional beliefs on person with hearing impairment in Kenya;
c) Describe the historical of education for learners with hearing impairment in Kenya;
d) Explain the role of the Ministry of Education since late 1960 to date on special Needs
Education with focus on education of learners with hearing impairment;
e) Explain the history of teacher education for learners with hearing impairments;
f) Explain functions of the Kenya Institute of Special Education;
g) Discuss issues related to education of learners with hearing impairment.
Content
1. Evolution of education of the hearing impaired in the world
a) Role of churches
b) Role of charitable organization
c) Role of private organizations
d) Roles of governments
e) Role of individuals
 Abee de l’ Eppe
 Samuel Heincke
 Thomas Braidwood
2. Early educators and their contributions
a) Oral-aural approach
 Jerome cardano
 Pedro ponce de Leone
 Alexander Graham Bell
b) Manual communication approach
 Jerome P. Bonet
 George Dalgone
c) Combined methods approach
 Thomas Gallaudet
 Laurent Clerc
 Alice Cogswel

3. Effects of the Milan Conference of 1880 on Education of the Deaf

 Education
 Attitude change
4. Educational provision for the hearing impaired in developed and developing countries
a) Educational provision for the hard of hearing

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  Units
 Regular classroom/mainstream
 Peripatetic services
 Inclusive education

b) Educational provision for the deaf

 Special schools
 Units
5. Traditional belief and attitude of people with disabilities in Kenya with special emphasis
on the hearing impaired.
 Beliefs by various ethnic groups
 Attitudes towards the hearing-impaired people
6. Evolution of education of the hearing impaired in Kenya.
a) The foundation of Kenya society for deaf children (KSDC)
b) Churches
c) Private charitable organization
d) Local authorities
e) Communities
f) Kenya National Association of the Deaf (KNAD)
g) Parents Associations for the Deaf Children.
7. The role of the ministry of education towards the education of the hearing impaired.
a) Directorate of Quality Assurance and Standards (DQAS)
b) Directorate of Basic Education
c) Kenya Institute of Curriculum Development
8. Teachers education
a) Central teachers’ college (currently KICD)
b) Kenyatta college (currently Kenyatta university)
c) Siriba college (currently Maseno university)
d) Kamwenja college
e) Kenya Institute of Special Education
9. Issues in education of the hearing impaired
a) Early childhood and primary
b) Secondary education
c) Post-secondary of the hearing impaired
d) Teachers training
e) Total communication philosophy
f) Assessment
g) Interpreters and interpretating services
h) Right to education
i) Inclusive philosophy in special needs education

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Introduction to Educational Audiology (60Hrs)
Description

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This subject covers definition of terms and clarifications of concepts, types of audiology,
importance of audiology, nature of sound, audiological equipment, hearing aids and accessories.
It also covers testing of hearing function, classification of hearing loss in decibel, hearing level,
auditory management and aural rehabilitation

Objectives
By the end of the subject, the trainee should be able to;
a) Define the terms and concepts in audiology;
b) Describe the difference type of audiology;
c) Explain the importance of audiology;
d) Describe the nature of sound;
e) Identify and describe audiological equipment, hearing aids and accessories;
f) Describe the technique of measuring hearing;
g) Describe the recording of audiograms, the threshold and the interpretation of audiology;
h) Describe various types of speech test for hearing;
i) Describe audiological technique of assessing young children;
j) Demonstrate ability to manage audition at home and school.
Content
1. Definition and clarification of terms and concepts
a) Audiology
b) Speech
c) Threshold
d) Hearing loss
e) Decibel (dB)
f) Frequency
g) Amplification
2. Types of audiology
a) Educational
b) Paediatric
c) Geriatics
d) Neuro
e) Industrial
f) Clinical
3. Importance of audiology
a) Importance of hearing to human being
b) Effects of hearing loss on an individual
4. The nature of sounds
a) Production of sounds
b) Pitch
c) Intensity
d) Frequency

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 e) Type of sound
f) Timbre
5. Audiological equipment
a) Types of audiological equipment
 Audiometer
 Individual hearing aids
-Body worn
-BTE (Behind The Ear)
-ITE (In the Ear)
-ITC (In The Canal)
 Speech training unit
 Group aids
Group hearing aid
Radio aid/fm
Loop induction system
b) Components and functions of audiological equipment
 Individual hearing aid
 Audiometer
 Speech training unit
 Group aid

c) Care and maintenance of hearing aids

d) Production, care and maintenance of ear moulds
6. Techniques of measuring hearing
a) Condition for testing
b) Conditioning of children and adults
c) Screening test
d) Diagnostic test
e) Recording results(audiogram)
7. Interpretation of Audiological test results
a) Interpreting results of test to determine degree of hearing loss
 Mild
 Moderate
 Severe
 profound
b) Interpreting results of tests to determine types of hearing loss
 Conductive hearing loss
 Sensorineural loss
 Mixed hearing loss
8. Speech test for hearing
a) Technique of assessing young children
b) Kendal toy test
c) MJ word list

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 9. Auditory management of hearing loss
a) Provision of properly fitting hearing aids
b) Reduction of background noise
c) Increase intensity of sound
d) Loud speech.

Speech Training of Learners with Hearing Impairments (60Hrs)

Description
This subject deals with various methods of training speech to children with hearing impairment,
speech evaluation and correction.
Objectives
By the end of this subject, the trainee should be able to;
a) Assess children with speech difficulties;
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 b) Describe the technique for teaching individual speech;
c) Describe the techniques for teaching group speech;
d) Make and use a speech kit;
e) Describe the use of individual hearing aid and speech training unit in teaching speech;
Content
1. Assessment of children with speech difficulties
a) Assessment tools
b) Assessment procedures
c) Analysis and conclusion
d) Planning a speech programme
2. The speech kit
a) Content and use
b) Making a speech kit
3. Techniques of teaching individual speech
a) Speech reading
 Aims of speech reading
 The golden rues of speech reading
 Techniques for teaching speech reading
 Demonstration lesson and micro teaching on speech reading
b) Articulation readiness
 Aims of articulation
 Articulation vocabulary
 Activities for teaching various articulation vocabulary
 Techniques for teaching articulation

c) Teaching individual speech

 Aims of teaching individual speech
 Use of speech training unit/individual hearing aid
 Reference to the production of speech
 The use of hand analogy, tactile areas and the articulation vocabulary in
teaching various sounds of speech
 Strategies of producing the desired sound
 Identification of common misarticulation sound
 Techniques of encouraging the use of an appropriate voice, rhythm,
intonation, fluency and respiration.
 Demonstration lessons and micro teaching on individual speech
 Technique of working on fluency in individual speech teaching
4. Techniques of teaching group speech
a) Aims of teaching group speech.
b) Choosing poems appropriate for different age groups.
c) Analyzing poems appropriate for different age groups.
d) Technique for teaching group speech.

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 e) Demonstrating lessons and micro-teaching on group speech.

Methods of Teaching Language and Other Aspects of

Communication to Learners with Hearing Impairment (60Hrs)
Description
This subject deals with methods of teaching language through reading, directed activities and
grammar to learners with hearing impairment. It also covers methods of teaching other aspects of
communication
Objectives
By the end of the subject, the trainee should be able to;

28
 a) Describe techniques of storytelling;
b) Describe the methods of evaluating class progress in story telling;
c) Describe techniques for directed activities;
d) Describe the methods of evaluating directed activity lessons;
e) Evaluating and adapt methods of teaching grammar, composition and comprehension;
f) Describe the techniques of teaching reading learners with hearing impairments;
g) Discuss strategies and methods of teaching language to learners with hearing
impairments;
Content
1. Language development (story telling)
a) Aims of story telling
b) Technique of preparing a suitable picture sequence and sequential blackboard
summary for a given story to suit a given class
c) Choosing suitable stories for a given class- (language content, vocabulary
and sentence structures)
d) Techniques of preparing an initial story telling and its subsequent follow ups
e) Methods of evaluating the process in story telling lesson
f) Demonstrating lessons and micro-teaching on story telling
2. Language development (Directed Activity)
a) Aims of directed activities
b) Activities suitable to various age groups
c) Writing a sequence blackboard summary for a directed activity lesson
d) Techniques of teaching directed activities
e) Methods of evaluating the class progress after teaching a directed activity lesson
f) Demonstrating lessons and micro teaching on directed activities
3. Language development (grammar, composition and comprehension)
a) Evaluating and adaptation of methods of teaching grammar, composition and
comprehension.
b) Demonstrating lessons and micro-teaching on grammar, composition and
comprehension.
c) Maternal reflective methods.
4. Reading
a) Aims of reading.
b) Techniques of teaching reading to learners with hearing impairment.
c) Demonstrating lessons and micro-teaching on reading skills.
5. Strategies and methods of teaching language to learners with hearing impairments.
a) Simultaneous communication methods
b) Bilingualism
c) Total communication

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Intermediate Kenya Sign Language (60Hrs)
DESCRIPTIONS
This is a continuation of the elementary sign language. Practical exercise will include emerging
issues, language and deaf culture, vocabulary and sentence related to scenes., stories, poems,
proverbs, dialogue and basic sentences types in Kenyan sign language.
Objectives
By the end of the subject, the trainee should be able to;

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a) Define deaf culture;
b) Construct correctly basic sentences forms in Kenya Sign Language;
c) Describe in sentences, scenes, stories and events in Kenya Sign Language;
d) Discuss emerging issues using Kenya Sign Language;
e) Converse, dialogue and discuss in Kenya Sign Language;
Content
1. Deaf culture
a) Definition and characteristics.
b) Variation in Kenya Sign Language.
c) Attitude and concepts of self and hearing people.
d) Hearing people’s attitude towards deaf people.
2. Sentences types in Kenya Sign Language.
a) Present continuous tense
b) Past continuous tense
c) Future tense
d) Simple present and simple past
e) Imperatives
f) Conditional sentences
g) Declaratives
h) Interrogatives
i) Indirect and direct sentences
3. Description of scenes and events.
a) Accidents
b) Ceremonies
c) Sport events
4. Stories and story telling
a) Picture stories
b) Stories on videos and books
c) Own stories
d) Appropriate vocabulary and sentences patterns
e) Organization and presentation of content
f) Adjectives, conjunctions, adverbs and idiomatic expressions
5. Emerging issues
a) HIV and AIDS
b) Drug and drug abuse
c) Adolescence and youth
d) Access to information and services by the deaf
e) Public awareness and sensitization
f) Environment
g) Unemployment
h) Health
i) Early pregnancy and early marriages

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 j) Was and conflicts
k) Poverty
l) Information communication and technology (ICT)
m) Child abuse
n) Right and privileges
6. Conversation and dialogue
a) Guided conversation and dialogue
b) Own creation/imaginations
 Doctor/patient
 Mother/child
 Pastor/congregation
 Policeman/suspect
7. Poem, riddles, idiomatic expression, proverbs in Kenya Sign Language.

Elementary Kenyan Sign Language Interpreting (60Hrs)

Description
This subject covers the principle of interpreting in various situation and activities, challenges of
sign language interpretation, interpreter-client relationship and practical in Sign Language
interpretation.

Objectives
By the of the subject, the trainee should be able to;
a) Discus challenges of sign language interpretation;
b) Describe the principle of sign language interpretation;

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 c) Describe the interpreter-client relationship;
d) Practice sign language interpretation in different simulated situation;

Content
1. Challenges of Sign Language interpretation
a) Terminologies
b) Procedures
c) Vocabulary
d) Prejudice
2. Principles of school interpretation
a) Right of the client
b) Confidentiality
c) Sitting position
d) Contemplating correct information
3. Interpreter- client relationship
a) Positive traits
 Acceptance and respect for the client
 Love for the deaf
 Understanding deaf people
b) Negative traits
 Prestige and self -glorification
 Manipulation of deaf people
 Superiority complex
4. Interpreting in different simulated situations
a) Medical situations
 Common diseases
b) Religious situation
 The interpreter and pastor
 The interpreter and the Sunday school teacher
c) Education situations
 Interpreting in learning institutions
 Level of vocabulary(sign), attention span, motivation and interest
d) Counseling situations
 Interpreting for high verbal clients
 Interpreting for low verbal clients
 Family members as interpreters
e) The court situations
Interpreter and the judge/magistrate
Interpreter and the prosecutor
Interpreter and the lawyer/advocate
f) Aesthetic interpreting
 Interpreting media messages

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 -Television
-Radio
-newspaper
 Interpreting songs and hymns
 Interpreting play
 Interpreting poetry
 Interpreting conversational work
 Interpreting debating activities.

Methods of Teaching Academic Subjects to Learners with Hearing

Impairments (36Hrs)
Description
This subject covers methods of teaching academic subjects to learners with hearing impairment.
Objectives
By the end of the subject, the trainee should be able to;
a) explain the different teaching and learning strategies;
b) demonstrate the ability to teach academic subjects;
c) describe various methods of teaching learners with hearing impairments;
d) demonstrate ability to evaluate academic achievement of learners with hearing
impairment;

34
 Content
1. Teaching and learning strategies.
a) Task analysis
b) Concept analysis
c) Behaviour modification
d) Remedial teaching
e) Individualized education programme
f) Skill analysis
g) Self-directed learning
h) Field trips
i) Project and assignment
j) Peer tutoring
2. Teaching academic subjects
a) Presentation of a topic in sign language
b) Use of Kenyan sign language and signed English in explanation
c) Concept development in Kenyan sign language and signed English
d) Note-making and note writing
e) Use of different modes of communication in teaching.
3. Methods of teaching learners with hearing impairments.
a) Oral- Aural method
b) Simultaneous communication methods
c) Bilingualism
d) Total communication.
4. Evaluation methods
a) Observation
b) Question and answer method
c) Continuous assessment tests and remedial exercise
d) Project work

Advance Kenyan Sign Language (48Hrs)

Descriptions
This subject covers vocabulary and sentence pattern in Kenyan Signed Language related to
health and hygiene, food, work, play, career, professions, disaster, administration, social
activities, industry, law and order, justice, commerce and trade.
OBJECTIVES
By the of the subject, the trainee should be able to:
a) acquire and use correctly vocabulary and sentences related to selected themes;
b) sign fluently in Kenya Sign Language;
c) use Kenyan sign language in different situation and context.

35
CONTENT
1. Health and hygiene
a) asking and answering WHY- questions with BECAUSE; BUT
b) use of future with GOING TO as in FUTURE/ YOU DO WHAT //+ non manual
features
c) use of CAN, SHOULD, MUST as in BICYCLE/ GIRL RIDE CAN//
d) use of present perfect tense as IN BOY/ DOCTOR INJECTION/ GIVE FINISH //
e) use of KNOW as in HIV and AIDS TREAT OCTORS KNOW NOTHING//
2. Food
a) use of BUT to show contrast as in
 TEA/ RONO LOVE/ BUT MILK LOVE MORE//+ non manual features
 MILK/ HASSAN LOVE // + non manual features
b) Use of LIKE for comparison as in ZEBRA DONKEY/ LOOK SAME // + non
manual features
3. Work, careers and professions
a) Use of WHEN as a conjunction in sentence as in TIME ME WAKE/ TEETH
BRUSH//+ non-manual features
b) Rejoinders as in -ALL LOVE DRIVING/ ME SAME//+ non-manual feature
c) Questions with DO as in MONEY HAVE POINT//+ non ,annual feature
d) Use of MAYBE as in TOMORROW/ KHMAU GO NAIROBI/MAYBE //+ non
manual feature.
e) Give directions and instructions
f) Use of past continuous tense
g) Use of ALTHOUGH as in: AGO / MAN LEG HURT/RUN CONTINUE// + non
manual feature.
4. Climate and disasters
a) Use of BECAUSE as in: STORM COME/ BRIDGE COLLAPSE// + non-manual
feature
b) Use of ‘‘conditional’’ clause with IF as in RAIN COME NOTHING/ FAMINE/
HUNGER TRUE//+ non-manual features
c) Use of EITHER and OR
5. Technology
a) Signing words and sentences used in technology such as
Internet
E-mail
Mobile
fax
b) Use of TOO…….TO
c) Use of same +nominal as in MOBILE MINE/YOUR EXPENSIVE SAME//+
non-manual features
d) Asking and answering questions
e) Use of MADE OF/BUILT OF

36
 f) Use of REMEMBER + where/ what/ who as in CARPENTER REMEMBER/
HAMMER KEEP WHERE//+ non-manual features.
g) Use KNOW GOW as in: COMPUTER/ME USE KNOW //+ non-manual
features.
6. Administration
a) Use of FOR /SINCE +present prefect as in CHIEF TALK FINISH// PEOPLE
HOME GO//
b) Asking and answering questions
c) Grouping discussions
d) Debates
e) Use of WHEN as in TIME TEACHER ARREIVE / CHILDREN ARRIVE
FINISH//+ non-manual features.
f) Use of ‘‘PRETEND TO BE ’’ +nominal as in MAN PRETENDS/ SAME
JUDGE//+ non-manual features.
g) When clause+ present tense showing intenisms as in: TIME ME GROW//
DOCTOR/SAME //+ non-manual features
h) Use of VERY …… BUT as in FARMER TIRED A LOT/ WORK CONTINUE//+
non- manual features
7. Sports, recreation and festivals and play
a) Signing words and sentences related to sports
b) Comparative of adverb as in
 BOY RUN FAST/GIRL RUN FASTER//+ non-manual features
 BOY RUN SLOW/ GIRL FAST //+ non manual features
8. Social Activities
a) Use of ALMOST+ verb as in KOECH MEETING NEAR//+ non-manual features
b) Use of LOOK/FEEL SOUND+ very +adjectives as in CHILDREN
HUNGRY/LOOK A LOT//+ non-manual features
c) Use of TOO…….TO as in AGO/PATIENT SICK/ POSSIBLE WELL
NOTHING//+ non-manual features
9. Industry
a) Signing words and sentences used in industry
b) Use of BOTH as in: EVERY DAY WOMAN MAN /MILK BRING//
c) FACTORY /+non-manual features
d) Use of question tags as in FACTORY PINTS TRUE //+ non -manual features
double imperatives such as CLOTHES WASH /FINISH HANG// +non-manual
features.
10. Tourism
a) Signing words and sentences used in tourism
b) Use of IF, BUT, ALTHOUGH
c) Use of polite language
d) Giving direction
e) Use of EXCITING, INTERESTING
11. Drug and drug abuse

37
 a) Signs used in the area of drugs and drug abuse
b) Use of UNDERSTAND: WONDER HOW as in PEOPLE YOUNG STRAT USE
DRUGS/ ME UNDERSTAND AND NOTHING // + non-manual features
12. Virtue
a) Signs and sentences related to virtues
b) Asking and answering questions
13. Child Right and privileges
a) Signs and sentences related to child labor, child abuse, responsibilities, rights and
privileges

Intermediate Kenyan sign language interpreting (24Hrs)

Description
This subject covers the principles of interpreting in various situations and activities, challenges
of sign language interpretation, interpreter-client relationship and practical in sign language
interpretation.
Objectives
By the end of the subject, the trainee should be able to:
a) Discuss challenges of sign language interpretation;
b) Describe the principles of sign language interpretation
c) Describe the interpreter/client relationship
d) Practice sign language interpretation in different simulated situations
38
CONTENT
1) Challenges of sign language interpretation
a) Terminologies
b) Procedures
c) vocabulary
d) Prejudice
e) Other challenges

2) Principles of sign language interpretation

a) Human right
b) Confidentiality
c) Sitting position
d) Correctness of information

3) Interpreter -client relationships

a) Positive traits
b) Negative trait

4) Interpreting in different situations

a) Medical
 Terminologies
 Procedures
b) Religious situations
 Hymns interpretation
 Pastoral counseling
c) Education situations
 Interpreting in secondary or post -secondary schools

d) Interpreting in counseling situations

 Interpreting for high verbal client
 Interpreting for low verbal client
 Family members as interpreters

e) Interpreting in the court

 Interpreter and the judge/ magistrate
 Interpreter and the prosecutor
 Interpreter and the lawyer/advocate
f) Aesthetic interpreting
 Interpreting media messages
-Television
-Radio
-newspaper
 Interpreting songs
39
  Interpreting plays
 Interpreting poetry
 Interpreting conversation
 Interpreting debating activities

Psychosocial aspects of learner with hearing impairment (36Hrs)

Description
This subject covers the importance of hearing effects its absence and factors influencing
psychosocial development of learners with hearing impairment. it also covers guidance and
counselling as well as factors influencing adjustment.

Objectives
By the end of the subject, the trainee should be able to:
a) Explain the importance of hearing in every day functioning;
b) Explain the effect of deafness and its implications;
c) Explain factors that influence the psychosocial development of the hearing impaired;
d) Explain deafness and psychosocial development;

40
e) Describe the psychosocial implications of hearing impairments with additional
disabilities;
f) Explain factors influencing adjustment of the hearing impaired;
g) Explain the role of guidance and counselling in psychosocial development of the hearing
impaired;
h) Demonstrate ability to impart activities of daily living skills to children with hearing
impairments.
Content
1. Importance of hearing in every day functioning
a) Language development
b) Cognitive development
c) Adapting of adaptive behaviour
d) Academic achievement mental health

2. Factors influencing psychosocial development of hearing impaired

a. Degree of hearing loss
b. Training and use of residual hearing
c. Age of onset of deafness
d. Etiology of deafness
e. Educational setting
f. Family setting
g. Medical

3. Deafness and psychosocial development

a) Ericksons theory and its application to learners with hearing impairment
b) Kohlberg’s theory of moral development and its application to learners with
hearing impairment
c) Social development, social maturity and social interaction
d) Self-concept
e) Personality development
4. Psychosocial implications of hearing impaired with additional disabilities
a) Hearing impairment with emotional and behavioural difficulties
b) Hearing impairment with mental handicap
c) Hearing impairment with learning difficulties
d) Hearing impairment with physical and multiple disabilities
e) Hearing impairment with visual difficulties

41
5. Factors influencing adjustment
a) Degree of hearing loss
b) Age at onset
c) Self- concept
d) Presence of additional handicap
e) Cultural beliefs and practices
f) Gender
g) Parental social economic status
h) Religious beliefs and practices
i) Hearing status of parents/care givers
6. Areas of adjustment
a) Family
 Communication with parent, siblings and other family members
 Personal care and hygiene
 Play and interaction with siblings and other members of the family
b) School
 Communication with teachers, support staff and peers
 Sharing and turn taking during play and general discussion.
 Adherence to school routine, rules and regulations
c) Community
 Culture and cultural values
7. Guidance and counselling
a) Family
 Family counselling
 Types of families
b) School
 Teachers
 Peers
 The child
 Significant others
c) Socialization
d) Employment
e) Career and world of work
f) Finance management
g) Stress management
h) Marriage
i) Old age
j) Drug and substance abuse
k) Adolescence
Identity crisis
Sexual relations
Leisure
STIs HIV and AIDS

42
 8. Activities of daily living skills
a) Movement and safety
 Road safety
 Movement in busy centers
 Movement in isolated areas
 Movement in dark areas
b) Posture and gait
 Sitting
 Standing
 walking
c) Mannerism related to sound
 Vocalization
 Movement of persons
 Movement handling and storage of things
 Disruptive sounds such as dragging objects, banging doors
 Toilet related sounds
 Body gas release and related sounds
 Self- control

Signed English (60Hrs)

Description
This subject covers sentences formation in Signed English, adverb, adjectives, comparison,
pronoun, plural formation, indicators of stress, sentence structure and patterns, tenses and the
lexical content. It also covers elements of sign and their relationships, as well as etiquette and
dialogue.

Objectives
By the end of the subject, the trainee should be able to:
a. Express self logically and coherently in Signed English;
b. Use Signed English in a variety of situation;

43
 c. Use correct structure of Signed English appropriately;
d. Use appropriate and sufficient range of sign language vocabulary including its
variety;
e. Master all basic grammatical structure;
f. Sign with reasonable speed, fluency and accuracy;
g. Demonstrate creativity and flexibility in the use of Signed English;
h. Use correct fingerspelling skills;
i. Demonstrate ability to read and write basic signed English and Signed Exact
English;
j. Develop and use idiomatic expressions in Signed English;
k. Demonstrate ability to express oral literature in Signed English;
l. Demonstrate acceptable communication etiquette.

Content
1. Elements of sign and their relationship
a) Type of hand configuration, movements, place of articulation and orientation
b) Relationship between hand configurations, movements, places of articulation and
orientation
2. Fingerspelling and counting in signs
a) Alphabet
b) Numbers 1-1000
c) Hints for expressive and receptive fingerspelling
3. Sentence structure and patterns in Signed English
a) Subject
b) Verb
c) object
4. Etiquette and dialogue in Signed English
a) Greeting
b) Farewell
c) Words of courtesy
d) Attracting attention
e) Telling somebody to wait
f) Taking turns
g) Asking to repeat
5. Lexical content in Signed English
a) Noun
b) Preposition
c) Directionality
d) Verbs
e) Family and related words
f) Animals
g) Time

44
 h) Foods and drinks
i) Clothing
j) Transport and communication
k) Sign names for subject in standard 1-3
l) Signs used in various subjects
m) Religion
n) Education terms
o) Occupation
p) Politics and government
q) Organization and associations
r) Town and countries
6. Tenses in Signed English
a) Present tense
b) Past tense
c) Future tense
d) Present continuous
e) Past continuous
f) Future continuous
g) Present perfect
h) Past perfect
i) Future perfect
7. Use of simple adjectives in Signed English
a) Black
b) Blue
c) Red
d) Small
e) Big
f) Beautiful
g) Poor
h) Ugly
i) Stupid
8. Connectors and conjunctions in Signed English
a) While
b) Rather
c) But
d) And
e) When
f) So
9. Use of possessive pronoun in Signed English
a) Mine
b) His
c) Yours
d) Thiers

45
 e) Ours
f) hers
10. Use of pronouns Signed English
a) personal pronouns
b) possessive pronouns
11. Plural formation in Signed English
a) collective nouns
12. Adverbs in Signed English
a) adverb of manner
 happily
 angrily
 lazily
b) adverb of time
 lately
 promptly
 punctuality
 quickly
13. Sentence forms in Signed English
a) imperatives
b) conditional
c) declaratives
d) interrogatives
e) affirmatives
f) negatives
14. Comparison in Signed English
a) comparatives
b) superlatives
15. Indicators of stress in Signed English
a) stress for contrast
b) stress for emphasis
16. Phrasal verbs in Signed English
17. Idiomatic expression in Signed English
18. Oral literature in Signed English
a) Narratives
b) Riddle and proverb
c) Songs and dances

46
Functional Assessment of Children with Hearing Impairment
(24Hrs)

Description
This subject introduces the trainee to concept and principle of functional assessment and
assessment strategies and procedure, which can be appropriately applied to children with
hearing impairments.

Objectives
a) By the end of the subject, the trainee should be able to:
b) Define terms used in assessment of children with hearing impairments;
c) State the purpose, conditions and implications of functional assessment;
d) Describe assessment strategies and intervention measures;
e) State the qualities of a good assessment teacher;
f) Carry out basic assessment of children with hearing impairments.
47
Content
1. Definition of terms
a. Assessment
b. Educational assessment
c. Functional assessment
d. Screening
e. Diagnosis
f. Observation
g. Test validity and reliability
h. Multidisciplinary approach
2. Purpose, conditions and implication of functional assessment.
a) Identify individual needs for placement
b) Identify for provision of resources
c) Identify areas of need
3. Types and areas of assessment
a) Type of assessment
 Formal
 Informal
b) Areas of assessment
 Language
 Lipreading
 Response to sound signals
 Speech production
 Sensitivity to amplification
 Social adjustment
 Emotional adjustment

4. Assessment strategies
a) Assessment strategies
b) Development and use of assessment tool
5. Functional assessment
a) Identification of signs of hearing impairment
b) Informal auditory testing
c) Informal language testing
 Expressive
 receptive
6. Factors affecting assessment of hearing impaired
a) Etiology of hearing loss
b) Age at onset
c) Degree of hearing loss
d) Additional disabilities
e) Environment factors
7. Intervention measures
48
 a) Speech training
b) Auditory training
c) Articulation training
d) Referrals to appropriate professionals
8. Qualities of a good assessors

9. Practical in an assessment center

49