Abstract:

This study investigated hearing impaired students’ variables in segregated and inclusive schools: The perspective of parents in Oyo State, Nigeria. Ninety (90) parents of children with hearing impairment was purposively sampled for the study. Two null hypotheses were formulated to direct the study. A twenty (20) item questionnaire with a 4-point rating scale and reliability coefficient of 0.72 and 0.73 was used to canvass opinions of parents on the difference in language skills and social adjustment of children with hearing impairment in segregated and inclusive schools. The data collected were statistically analyzed using t-test of independent samples. The findings revealed that there is significant mean difference in parental view on language skills of hearing impaired students in segregated and inclusive schools, maintaining that children with hearing impairment in segregated schools have superior language skills to those in inclusive schools. Also, the findings revealed that there was no significant mean difference in parental view on social adjustment of hearing impaired students in segregated and inclusive schools. The authors recommended, among others, that Government and all other educational stakeholders should make adequate provision for all the facilities, professional, programs and services needed to offer children with hearing impairment in inclusive schools’ opportunities to develop language competence necessary to function in the society

Keywords:

Hearing impaired, students’, segregated, inclusive, schools.