The effects of accommodation for learners with speech difficulties on the performance in three selected schools

Abstract

This research on the effect of accommodation for learners with speech difficulties on the performance. The goals of this research are; to identify the effects of accommodation in response on the performance of learners with speech difficulties, find out effects of accommodation in setting on performance of learners with speech difficulties and to determine the effects of accommodation in timing on the performance of learners with speech difficulties. This research used both quantitative and qualitative methods to collect data. A survey questionnaire was used to collect data from 20 teachers. Besides, a semi-structured interview was used to collect qualitative data from 10 teachers of the learners with speech difficulties. From 3 schools which are special schools and inclusive school that are selected purposively. The qualitative data obtained through interview were analysed by discourse and interpretive approaches. The quantitative data were analysed by descriptive statistics whereby percentage were computed. The results revealed that accommodation is effective for teaching learners with speech difficulties since it supports students not only these with speech difficulties but also students without speech difficulties. Furthermore, 29(96.6%) out of 30 teachers agreed on that through response accommodation, students with speech difficulties respond to the information, show what they know, and are able to do. By the help of setting accommodation interaction between students -students and students- teacher was increased in the degree of 96.6%. This makes the teaching enjoyable in teaching learners with speech difficulties and 93.3% accept that timing accommodation aids students participate and make progress in general curriculum. The lack of enough training regarding identification and assessment of learners with speech difficulties becomes the biggest challenge to the teachers in teaching these learners with speech difficulties. Therefore, as teachers are recommended to use response, setting and timing accommodations in their teaching and learning activities for learners with speech difficulties in order to increase their academic and social performance.