Adjustment Problems of Hearing and Hearing-Impaired Students in Two Integrated Secondary Schools in Ibadan Metropolis

Abstract

The study examined the social and academic adjustment problems of some mainstreamed hearing and hearing-impaired students who were randomly selected from two integrated schools in Ibadan metropolis. The sample consisted of 232 junior secondary school students. 125 of them are hearing while 107 are hearing impaired. Again, 103 of them are males while 129 are females. Two null hypotheses were raised and tested in relation to knowing how the students reacted to some social and academic changes occasioned by integrating them. Mainstreamed Students Adjustment Questionnaire (MSAQ) was the major instrument administered for the study. Findings showed that the two null hypotheses were rejected, meaning that hearing-impaired students more than their hearing counterparts significantly experience social and academic adjustment problems. The study therefore recommended that mainstreaming programmes should evolve some intensive orientation programmes that will focus at eliminating social and academic problems associating with placing hearing and hearing-impaired students together in the same learning environment.

The Nigerian Journal of Guidance Counselling Vol. 10 (1) 2005: pp. 105-113