Browsing by Author "Bonaventure Wasswa Ssebyanzi"

Now showing 1 - 2 of 2

The ‘Self’ of Hearing-Impaired Learners and their Transition from Primary to Post-Primary Education in Uganda
(East African Nature & Science Organization, 2024-08-12) Bonaventure Wasswa Ssebyanzi; Mary Kagoire Ocheng
In Uganda, post-primary education is one of the milestones in a child’s education. It is characterized by many challenges, particularly faced by learners with hearing impairments attempting to transition from primary to post-primary level. The transition has long been recognized as one of the most challenging issues for learners with hearing impairments, yet it has not been resolved by impeccable empirical scrutiny. This quagmire prompted the researcher to use a phenomenological investigation to explore the significant self-concepts affecting the learners’ transition from primary to post-primary studies. Interviews and group discussions with randomly selected learners who had joined and those who had failed to proceed to post-primary schools were involved. Also, corroborative views and opinions were obtained from preferred teachers and parents in interviews and discussions. It was discovered that the transition of learners with impaired hearing from primary to post-primary level was substantially influenced by family socioeconomic status, gender, age, health, and the learner’s cultural issues – validating the applicability of Schlossberg’s Theory of Transition to provide person-centered answers to transition deterrents, inhibiting the learners from joining and or staying in postprimary schools. It was recommended that self-advocacy training at the primary level be enhanced to help learners develop the skills they need for confidence growth in their abilities before, during and after the transition to post-primary educational institutions.
Transition From Primary to Post Primary Education in Uganda: The Case of Learners With Impaired Hearing
(Uganda Christian University, 2024-08-21) Bonaventure Wasswa Ssebyanzi
In developed countries, the education of learners with hearing impairments was mainly started by families struggling to empower their children, and in Uganda, it was started by an individual. However, learners' progress from one level to the other was not satisfying, and analysis showed dwindling numbers from primary to post-primary levels. Using Schlossberg's transition theory, this study intended to identify issues related to the transition from primary to post-primary education. The four constructs of the theory, support, situation, self and strategy, also formed the study's objectives. The study was qualitative and used a phenomenological design. The primary study tool was interviews administered to all respondents. The study targeted hearing-impaired learners as main respondents in their special primary schools, though later also post-primary institutions that learners joined were considered. The other respondents were teachers, education officers, and parents. Support to the learners was mainly provided by parents, NGOs, teachers, and fellow pupils. It was categorized into financial, pedagogical and emotional support. The findings revealed, among others, that most parents must do more for learners to transit; all NGOs had already left the areas. Thus, there was no guarantee of transition for most learners. The situation leading to the transition rotated on completing the seven years, doing PLE, and the poor performances barring the majority of them from transitioning to post-primary studies. The self of these learners were experiencing challenges, making them desperate. The stakeholders recommended setting up more post-primary institutions, integrating primary study content with skills, sensitizing parents more in SNE and availing information as some strategies to enhance transition.