Festschrift for
Edited by
Kester Osegha Ojokheta 
Kehinde O. Kester
IBADAN UNIVERSITY LIBRARY
EDUCATION RE-ENGINEERING 
IN THE NEW NORMAL WORLD
A FESTSCHRIFT FOR
PROFESSOR RASHID ADEWUMI ADERINOYE
Edited by
Kester Osegha Ojokheta, DIP, Ph.D, f u il , FSOU, MNAE, m n n c a e  
Professor ofLiteracy, Open-Distance and Lifelong Learning 
Department ofAdult Education, University oflbadan
Kehinde Oluwaseun Kester, Ph.D, MNAE 
Professor o f  Industrial Education and Training 
Department o f  Adult Education, University oflbadan
JOHNARCHERS
IBADAN UNIVERSITY LIB
ARY
Published by
JOHN AUCH BUS (Publishers) Ltd.
First Floor Ebun Isola House 53 Gbadebo Str. Mokola 
GPO Box 339, Dugbe, Ibadan 
© 0803 4476 916 0701 085 1055
e-mail: archersbooksonline@gmail.com 
johnarchers@yahoo.co.uk
www.johnarchers.com.ng
for
Department of Adult Education 
University of Ibadan, Ibadan
© Department o f Adult Education 
University o f Ibadan 2021
First published 2021
All rights reserved. No part of this book may be reproduced, 
stored in a retrieval System, or transmitted, in any form or by any 
means electronic, mechanical, photocopying, recording, or 
otherwise, without the prior permission of the Copyright owners.
ISBN: 978-978-58587-2-3
IBADAN UNIVERSITY LIBRARY
Contents
Acknowkdgements xii
Foreword xiii
Preface xv
INTRODUCTORY SESSION
l The Rise and Rise of the Department of Adult Education, University
of Ibadan, Nigeria 3
M. A. Omolewa
2. Moving From Teaching as Telling to Teaching as Guiding 13
Pai Obanya
PART ONE: ACCESS, CURRICULUM AND ASSESSMENT RE-ENGINEERING
3. Education Reengineering and Future Proofing in a New Normal World 25
H. Inyega
4. Re-engineering Educational Assessment in Nigeria Higher Education
Institutions to Bridge Inequality in Undergraduates’ Access to Quality 
Education in the New World 34
-  J. O. Osakuade
5. Rethinking Widening Educational Access for Out-of-School Children in
Nigeria: A Paradigm Shiftt owards Non-Formal Education System 42
K. O. Kester, A. I. Gbenro and O. T. Ogidan
6. Suggesting Paradigm Shift for Learners Assessment in Nigerias
Education System in the NewN ormal World 50
T. G. Muibi
7. The Future of World of Work in the New Normal World: Essential
Preparations Needed 61
A. M. Momoh and G. M. Adegbola
8. New Normal and Labour Union Participation: Reducing Gender Bias in
“Virtual Meetings or Gatherings” and the Need for "Unconscious Bias 
Training” for Leaders 67
V. O. Aasa and A. A. Ishola
9. Increasing Organisational Performance Düring COVID-19 Crisis: Workers’
Welfare Option 76
-  D. I. Ukpabi
10. Educating Stakeholders for Healthy Workplace and Productivity in the
Post-COVlD-19 Lockdown Nigeria 87
B. M. Oni
v
IBADAN UNIVERSITY LIBRARY
u. Emphasising the Importance of Non-Governmental Organisations in the
Development of Urban-Rural Communities in the New Normal World 97
Y.L. Olaleye and R. J. Adebusuyi
12. The Necessity of Active Participation of NGOs in Basic Literacy Delivery 
in Post-COVID-19 Nigeria: Experience from Lapai Literacy Clinic
Foundation (LLCF) m
A. A. Olojede and R. I. Eziafa
13. Girl-Child Education in Nigeria: Implication for National Development 121
-  P. E. Okeke
14. Denoting the Experiences of Artisans in Benin City, Nigeria Düring the
COVID-19 Pandemie Lockdown Period 130
L. A. Okukpon and F. U. Aghedo
15. Parenting in the New Normal World: Lessons Inherent to Imbibe 138
S. O. Oladeji
16. Curriculum Structure and Teaching Mode in Lifelong Learning 145
L. K. Kazeem
17. Government Efforts at Developing Relevant Curriculum and Textbooks 
for Sustainable Educational Programmes Implementation in Nigeria:
A Critique 155
O. E. Igudia and C. A. Akangbe
18. Historical Perspective of Universal Basic Education: Issues and Prospects 166
M . T. Oni, O. Kayode-Olawoyin and B. O. Lawal
PARTTWO: TEACHING, LEARNING AND COUNSELLING RE-ENGINEERING
19. Re-Engineering Teaching-Learning Process for Post-COVID-19 Pandemie
Pedagogy in Nigeria 179
N. A. Adedokur
20. Educational Uptakes for Post-COVID-19 in Nigeria: Synopses and Challenges 189
O. B. Sanni
21. Advocating Alternative Education Delivery Mechanisms in Post-COVID-19
Nigeria 195
K. O. Ojokheta and P. O. Ojokheta
22. Alternative Approaches to Mental Health Delivery in Nigeria in the
New Normal World 206
U. S. Omokhabi
23. Containment Efforts and Strategies Against the Spread of COVID-19
Around the World 218
A. E. Alabi, B. O. Akinsanya and K. A. Aderogba
24. The New Normal World of COVID-19 and Education in Nigeria:
Dimensions, Impacts and Resilience 234
R. O. Ogundipe and M. A. Omilani
vi
IBADAN UNIVERSITY LIBRARY
25- Peer Pressure, Media Literacy Skills and Promotion of Learning
Process in South-South, Nigeria 245
K. A. Aramide and N. A. Babalola
26. Post-COVID-19 Nigeria and the Propriety of Entrepreneurship Paradigm 251
C. AL Orji
27. Education Reengineering and Liberty in Nigeria 259
M.F. Olajide, S. O. Okemakinde, Y. A. Omole and F. O. Olajide
28. Integrating Community Resource for Effective Teaching and Learning
for Quality Education 266
E.T. Daramola
PART THREE: HIGHER EDUCATION AND OPEN DISTANCE LEARNING 
RE-ENGINEERING
29. Access Barriers to Higher Education among Nigerian Households 277
E. J. Isuku, E. Nwafor and I. Olowookere
30. University Without Walls: Rethinking Higher Education Conclave in
the New Normal World 284
O. A. Aremu, Y. O. Akinyemi and O. F. Adeyemo
31. Embracing the New Normal in Open and Distance Learning in Nigeria 293
-  J. Eyisi
32. Re-engineering Open Distance Learning Practice in Nigeria for
Sustainability in the New Normal World 304
A. A. Adelakun
33. Ensuring Affordability and Usability in the Provision of Leamers’ Support
Services by ODL Institutions Düring COVID-19 Pandemie and Beyond 315
AL S. Akintola and L. K. Bello
34. Reengineering the Nigerian Education System towards Resilience in the
New Normal World: Practical Strategies 325
F. S. Akinwumi and A. A. Itobore
35. Selfless Leadership Practice in School Organisation in Nigeria 335
O. J. Abiodun-Oyebartji and O. AL Iyiola
36. Educational Services Preparation and Delivery in Nigeria in the
Post-COVID-19 Era 345
E. A. Isah
37. Promoting Open and Distance Learning in Higher Education in
Botswana and Nigeria 358
G. Adekanmbi and B. Gaotlhobogwe
38. COVID-19 and the Scramble for Digitalisation of Higher Education
Curricula 373
S. K. Alonge
V l l
IBADAN
UNIVERSITY LIBRARY
PART FOUR: ICT AND EDUCATION RE-ENGINEERING
39. Upgrading Skills, Technology Adoption and Innovation Capacity as
Part of Nigerian Recovery Trajectories from COVID-19 Shocks 385
-  /. B. Babalola
40. Adapting Virtual Resource Materials in Community Development Delivery
in the New Normal World 401
-  U. C. Osu
41. Pathways for Promoting Basic and Digital Literacy in Post-COVID-19 Nigeria 410
-  /. O. Edeh
42. Online Assessment of Virtual Learning in the New Normal Era 424
-  J. O. Fehintola
43. Online Teaching and Educationists Düring and After COVID-19 Lockdown 436
T.V. Gbadamosi
44. Cyber Ethics Knowledge, Adherence and Use of Electronic Information
Resources by Distance Learners in Nigeria 447
A . Adetimirin
45. Repositioning Education for Sustainability in a World of COVID-19 Pandemie:
The Digital Learning Opportunities 456
G. A. Nwogu
46. Framework for Improved Utilisation of E-learning Resources in Distance
Learning Programmes in New Normal World 466
D. A. Egunyomi and A. E. Olatunji
47. COVID 19 Pandemie and the Necessity of Online Learning in Nigerias
Education 479
H. F. Adepoju and E. F. Oyegbile
48. Retooling Adult Literacy in a New Normal World: The Place of Digital
Literacy 486
S. O. Ojedeji and O. O. Adelore
49. Delivery of Digital Learning in Nigerian Universities in New Normal
World: A Perspective 492
B. A. Fajimi
50. COVID-19 and E-Leaming Instructional Requirements of University
Lecturers in Nigeria 503
R. U. Nwachukwu, S.C. Nwizu and C. Egwuekwe
51. Intricacies of Online Teaching and Learning for Primary School Pupils
in a Post-Pandemic Era 513
A. A. Fadiya
52. Technology and Distance Education: A Panacea for Reengineering Education
in COVID-19 Pandemie Era 522
L. C. Ukwuaba and M. A. Ali
vm
IBADAN UNIVERSITY LIBRARY
PART FIVE: ADULT EDUCATION AND SOCIAL WELFARE PRACTICE
RE-ENGINEERING
53. Re-inventing Adult Education Praxis in Nigeria for a New World Order 537
-  J. E. Oghenekohwo
54. Reengineering Adult and Non-Formal Education Through Nomenclature
and Professionalisation: The Nigerian Experience 542
M. A. Hassan and F. O. Olaniyi
55. Enhancing Adult Education Through Family Literacy Approach 550
I. A. Alao
56. Enhancing Adult Literacy Teaching and Leaming in COVID-19 Crisis
and Beyond in Nigeria 558
B. E. Anyikwa and A. R. Ajayi
57. Advocating Alternative Approaches to the Promotion of Lifelong Leaming
in Nigeria in the New Normal World Nigeria 565
A. A. Sarumi
58. Educational Innovations: Towards Better Adult Leaming 580
M. O. Adedokun and O. A. Olanipekun
59. Validation Process of Primer and Materials Developed in Adult and
Non-Formal Education for Adult Learners 589
A. Halilu and 17. H. Babanzara
60. Retraining Youth and Adult Literacy Facilitators in Edo State in the
Face of COVID-19 Crisis and Beyond 595
C. O. Olomukoro and I. H. Omoregie
6l  Re-Engineering Adult Education Towards Mitigating the Negative Effects 
of Strategies Adopted for the Control öf COVID-19 on Livelihoods in 
Ibadan Metropolis, Nigeria 604
G. Adekola and O. A. Fekosufa
62. Imperativeness of New Paradigms in the Delivery of Social Welfare
Services in the New Normal Nigeria 613
A. A. Omokhabi
63. Motivational Strategies for Re-Engineering Delivery System in Adult
Education Programmes in the New Normal World 628
M. A. Oyebamiji and C. N. Olele
64. Repositioning Women for Life: The Place of Women Education in the
New Normal 637
R. C. Ojo and A. F. Afonja
65. The Imperativeness of Mass Literacy in Adult Preparedness for Managing
Pandemie: A Case of COVID-19 647
B. G. Agboola and B. K. Awoniyi I
66. The State of Adult and Non-Formal Education in Nigeria: Preliminary
Observations on Contemporary Challenges '  654
M. G. Dukku
ix
IBADAN UNIVERSITY LIBRARY
PART SIX: COMMUNITY DEVELOPMENT AND EDUCATION RE-ENGINEERING
67. Community Health and the Challenges of COVID-19 in Nigerian
Communities 663
O. R. Oyelami
68. Towards EfFective Community Mobilisation to Curtail the Spread of 
Outbreak of Communicable Diseases: Lessons from COVID-19 Pandemie 673
O. A. Moronkola and O. A. Moronkola
69. Youth Engagement and Good Govemance in Nigeria: The New
Normal World 681
O. E. Olajide, O. V. Adaja and K. M. Ojoogun
70. Rethinking Community Development Practice in the New Normal Nigeria:
Community Education Option 691
O. P. Orimogunje and O. F. Aromolaran
71. Re-Engineering Literacy Education in a New Normal Nigeria for Sustainable
Economic Empowerment and Development 697
0. A. A. Adebayo
72. Community Education and Community Inclusive Actions for Post-COVID-19
Era in Nigeria .705
1. A. Abiona
73. The Place of Community Education in the Development of Social
Entrepreneurship for Sustainable Development in Nigeria 716
B. Ladan
74. Multidimensional Role(s) of Sports in Community Development in Nigeria 724
O. Adisa, O. Ifeta and O. A. Adegbesan
75. Community Health Workers and the Challenges of COVID-19 in Nigeria 733
L. O. Ige and JVf. O. Falolu
PART SEVEN: LANGUAGE EDUCATION RE-ENGINEERING
76. Utilising Corporate Social Responsibility as a Tool for Community
Well-Being in Nigeria 747
U. A. Idris
77. Language, Education and COVID-19 Pandemie 755
C. O. O. Kolawole and A. O. Kolawole
78. COVID-19 and its Implications for English Language Educators in Nigeria 765
O. A. Olubodun
79. Public Participation in Governance: Language Issues in Nigeria 776
S. I. Odiaka
80. Language Diversity and the Problem of Ethnicity in Nigeria: Any Solution
in Sight? 784
A. A. Adeyinka and I. T. Akinsola
x
IBADAN UNIVERSITY LIBRARY
PART EIGHT: SOCIAL DEVELOPMENT, RECREATIONAL AND INCLUSIVE 
EDUCATION RE-ENGINEERING
81. Health Education and Implementation of SDG 3 for Improved Education
System in the Post-COVID-19 Nigeria 797
R. O. Adeniji and R. A. Kareem
82. Rethinking Investment in Education: Issues,P erspective and Challenges 805
B. A. Fashogbon and R N. Abu
83. Re-Engineering Nigerian University Education for Sustainable Development
in the 2ist Century 815
O. S. E. Odusanya
84. Meeting the Inclusive Education Needs of Students with Hearing
Impairment in a New Normal World 823
-  J. Ajamu and O. O. Isaiah
85. Sports and Migration in a Globalized Economy 830
A. O. Fadoju and M. A. Adebayo
86. Including Leamers with Disabilities in Post-COVID-19 Lockdown Education 841
O. A. Fakolade and O. C. Ashara
87. The Non-Govemmental Organisations (NGOs) as a Veritable Tool of Adult
Education Programmes in Nigeria 849
O. I. Oke and A. F. Akinkunmi
88. Community-Driven Development Approach to Inclusive Growth in
Local Government Areas of Nigeria 859
O. M. Oludare
APPENDICES
Profile of Professor Rashid Adewumi Aderinoye 869
Professor Rashid Adewumi Aderinoye at 70 871
President Buhari Felicitates with University Don,
Professor Rashid Adewumi Aderinoye at 70 872
Professor Rasheed A. Aderinoye: A Man of Destiny @ 70 873
Notes on Contributors 875
Index 891
x i
IBADAN UNIVERSITY LIBRARY
Chapter 84
Meeting the Inclusive Education Needs of 
Students With Hearing Impairment in a 
New Normal World
J. Ajamu and O. O. Isaiah
Introduction
Education is the fundamental right of each child irrespective o f his/her caste, religion 
or special need. All students, irrespective o f their sex, race, color, ethnic or social origin, 
genetic features, language, religion or belief, political or any other opinion to have equal 
opportunity in education Bhargava (2013).
Education is a necessity to every child which enables each Student to fully participate 
in the learning environment that is designed for all students and is shared with peers in 
the chosen educational setting which promote a sense o f belonging and ensure Student 
progress toward appropriate personal, social, emotional and academic goals; students 
with hearing impairment are not left out in the area o f inclusive education. Education 
in an inclusive setting appears to be a concept in this 2ist Century. This concept is 
beginning to gain recognition in the field o f education. Children with and without 
disabilities are gradually being educated together in large scale societies. This is because 
most large scale countries have begun to recognise, appreciate, and accept children 
with disabilities in inclusive classrooms. Eskay and Oboegbulem (2013).
Inclusive education begins with the prem ise that all learners have unique 
characteristics, interests, abilities and particular learning needs and, further, that 
learners with special education needs must have equal access to and receive individual 
accommodation in the general education System. Inclusive education approaches 
differences and diversity affirmatively, recognising the value o f such differences and 
the learning opportunities that such diversity offers. Inclusion implies transition from 
separate, segregated learning environments for persons with disabilities reflected in 
the “special education” approach, to schooling in the general education System.
According to national commission o f special needs in education and training 
NCSNET (1997), Inclusive education is define as a learning environment that promotes 
the full personal, academic and Professional development o f all learners irrespective of 
race, dass, gender, disability, religion, sexual preference, learning styles and language 
(Singh, 2020).
It is of uttermost importance to identify the process o f addressing and responding 
to the diversity o f needs o f students with hearing impairment in adjusting to new 
learning System during the post-COVID-19 era by making online Services, and 
particularly e-learning available to them in a way that respects and take into account
IBADAN UNIVERSITY LIBRARY
824 Education Re-Engineering in the New Normal World
their needs. Furthermore, this paper looked at how inclusive education practice could 
respond to the unique learning needs o f students with hearing impairment in this new 
normal world, alongside with the support o f stakeholders in adjusting to the new normal 
world.
Students with Hearing Impairment and their Unique Nature
Hearing impairment is an umbrella term that refers to different ränge o f hearing loss 
from mild to profound which can be classified as deafness or hard-of-hearing. Moores 
(2001) defines deafness or hard-of-hearing in the following words: Deafness means a 
hearing impairment that is so severe that the child is impaired in processing linguistic 
information through hearing, with or without amplif ication that adversely affects a child’s 
educational performance. Students with hearing loss are not comparable to those of 
their hearing peers because o f their hearing disability and lack o f access to incidental 
learning (Braden, 1994; Schimes, 2000, Strong and Prine, 2000; Ademokoya and 
Oyewumi, 2001; Ademokoya, 2008). The question o f how' to provide students with hearrnz 
impairment with education responding to their unique learning needs makes an actuai 
concern to special schools. For many reasons, the learning and teaching strategies or 
students with hearing impairment are unique and much different from those o f their 
hearing counterparts.
First, the students themselves are different, as they are experiencing social, emotional 
and intellectual challenges both in school and at home as a result o f communicatioc 
Problems. Hearing is the key to learning spoken language and is important for th* 
cognitive development o f children. Without suitable interventions, hearing loss is i  
barrier to both education and social integration. Everybody has his or her own learr_rr£ 
styles; therefore the learning style o f students with hearing impairment needs to re 
considered in order to meet academic Standards. There is no specific teaching strateps 
rather than application o f variety o f strategies adapted to individual deaf learners 
cognitive, linguistic, communication and social characteristics which could help tfaea 
out in seif- struggle, self-esteem issues, depression, academic problems and isolati e r. . 
the most effective strategies.
The effect of COVID-X9 on Students with Hearing Impairment in the 
New Normal World
COVID-19 has caused education disruptions and prolonged school closures around tb 
world, which affected 90% o f the world’s Student population and led most countries :: 
think about alternative ways o f providing education to ensure that learning never stop«. 
Keeping education continuity in mind, most countries rushed to online distan;; 
education using online platform s, e-learning, and Information Com m unicaticr 
Technology (ICTs), which set o ff an unplanned and rapid shifit in the education sectoc 
opened the door to many opportunities, highlighted existing and new disparities and 
gave rise to several challenges. To say the least, we were not prepared for disruption of 
this magnitude. Almost overnight, schools and universities around the world closed 
their gates, affecting 1.57 billion students in 191 countries. This unprecedented situatic r. 
has significantly impacted the lives o f students, whether they are pursuing studies 
abroad or in their own country (Giannini, 2020).
The closures implemented as a measure to contain the COVID-19 pandemic, has
IBADAN UNIVERSITY LIBRARY
Meeting the Inclusive Education Needs of Students With Hearing Impairment 825
led to an accelerated deployment o f distance education Solutions to ensure pedagogical 
contmuity. The obstacles are multiple, ranging from low Connectivity and lack o f online 
content aligned with national curricula to teachers unprepared for this ‘new normal’. 
Regardless of the level o f education, the paramount danger is that learning inequalities 
will widen, marginalisation will increase, and the most disadvantaged students will find 
themselves unable to pursue their studies (Giannini, 2020).
Meeting the Uniqueness o f Learning Needs o f Students with Hearing 
Impairment in a New Normal World
According to Christian Blind Mission (CBM, 2016), there are an estimated 250 million 
people with hearing loss in the world, o f whom approximately 30 million are hearing 
impaired. Based on available figures, less than 1 percent o f hearing impaired children in 
developing countries has access to any form o f education. The education o f hearing 
impaired children is affected by controversies o f philosophical and methodological 
nature. Hearing impaired generally does not have access to appropriate Services and 
tend to be neglected within available structures. Hearing impaired students are 
recognised as linguistic and cultural minorities that use a gestural or visual language as 
their basic learning form and that they need trained and experienced Professionals 
(Baldwin, 1994).
Research on the academic achievement o f students indicates that they lag far behind 
what is expected o f their hearing peers at similar ages or grade leveis (Allen, 1986). 
However, Deaf and hard-of-hearing (DHH) students who receive their instruction in 
general education classrooms are reported to have higher academic achievement than 
those who receive instruction in self-contained classrooms (Holt, 1994; Kluwin, 1993; 
Kluwin and Stinson, 1993). Deaf individuals present differences compared to their hearing 
peers in terms o f their learning proüle. However, poor classroom listening conditions 
can create considerable difficulty for hard-of-hearing students thereby limiting their 
access to academic content. Language is likely to affect their performance in other core 
subjects'such as Science, Social Studies and also Mathematics since these subjects are 
taught, written and read in English. The poor academic performance o f Students with 
Hearing impairment (SHI) can be attributed to the challenges which they face in their 
education. A number o f studies have proven that without the consideration of language 
as test base or the existence o f multiple handicaps, there is no distinct dissimilarity 
between the intelligence o f students with hearing impairment and that o f their hearing 
mates; yet, students with hearing impairment perform poorer than their hearing mates 
in assessment tests (Vernon, 2005). Such distinct challenges o f students with hearing 
impairment are caused by both direct and indirect factors.
The environment and basic methods selected for students with a hearing loss should 
be chosen based on the student’s personality and individual needs, but each factor should 
incorporate the student’s capabilities to reach the highest level o f success. In addition, 
there is evidence o f serious difficulties in text composition by the deaf; as a result o f the 
lack o f auditory input and differentiations in their working memory. Electronic learning 
(e-learning) is a relatively new and untraditional instructive method to today’s era o f 
technology. As a tool, it has facilitated educational processes for people around the globe. 
Subsequently, it must be accessible to people with a diverse ränge o f hearing, sight, 
movement, and cognitive abilities.
IBADAN UNIVERSITY LIBRARY
8z6 Education Re-Engineering in the New Normal World
This highlights the need to provide opportunities for students with hearing 
impairment regardless o f their disability, by making online Services, and particularly e- 
learning, available to them in a way that respects and take into account their needs. It is 
not only a matter o f equal human rights, but also a need for the disabled, and speciücally 
students with hearing impairment, to beneüt from this technology and its advantages. 
These needs can be addressed through the use o f suitable e-learning and multimedia 
ICT tools, which can enhance teaching and leaming by offering interactivity and multiple 
representations for learning processes, (Khwaldeh, Matar, Hunaiti, 2007). Deaf persons 
have a special talking language Berry, (2001), sign language, which uses manual 
communication, body language and lip patterns instead o f sounds (El-Soud Hassan, 
Kandil, Shohieb, 2010).
It is necessary, when designing e-learning Systems for and hearing impaired 
individuals, to provide all audio in a visual way using text, subtitles, pictures, and sign 
language Videos and also to create a graphical interface that is effective and 
understandable presenting educational activities in a logical and effective way for them 
(Khwaldeh, Matar, Hunaiti, 2007). Use o f text should be kept to a minimum level, since 
students with hearing impairment present to a certain extent, difficulties in reading 
comprehension. For example, studies show that deaf people who use sign language 
process images easier and more efficiently compared to words (Bueno, Fernändez de! 
Castillo, 2007). The designer and developer o f an e-learning System for deaf and hearing 
impaired learners must take the aforementioned parameters, as well as principles and 
guidelines by the Web Accessibility Initiative o f the World Wide Web Consortium inte 
account in order to create a useful and motivational e-tool for them.
Responsibilities of Stakeholders on Students With Hearing Impairment 
in the New Normal World
Who are the stakeholders for disability inclusion? In order to include the perspectives 
o f persons with disabilities throughout the Education System it is crucial to understanr 
and involve the stakeholders concerned. From federal to local government, and fron  
private to public spheres, stakeholders for disability inclusion include the following 
Special Educators, teachers, parents, family school principal and members o f the 
community. A stakeholder is not necessarily under contract to implement certarr 
activities. However, their role is still important to the success o f making students with 
hearing impairment adjust to the new normal world. Singh (2020) identified various 
responsibilities o f the stakeholders as discussed below:-
Responsibilities o f  Special Educators
The role o f special educator should be developed in inclusive on how students with 
hearing impairment can benefit maximally school in the new normal world. The Special 
educator’s roles in inclusive education cannot be over em phases due to the:: 
contributions as they provide technical support to the teacher inside and outside the 
classroom to support the learning o f students with additional educational requisites 
They provide technical support to students with additional requisites to facilitate their 
learning inside and outside the classroom. They develop skills, concepts and behaviours 
related directly to the disability or challenges o f students with additional requisites 
that should take place inside the school. They initiate individual educational plannir;
IBADAN UNIVERSITY LIBRARY
Meeting the Inclusive Education Needs of Students With Hearing Impairment 827
for students with additional requisites and ensure its implementation. They ensure the 
involvement o f parents o f students with additional requisites in the educational 
processes o f their children. They collaborate closely with teachers, other Professionals 
and administrators to foster the teaching and learning o f students with additional 
requisites.
Responsibilities of the of Teachers
Teachers are critical actors in inclusive education and have a tremendous influence on 
the quality o f education that a child receives. The teacher is unique in that he/she can 
fit  many different roles in the educational environment (www. british council.org/ 
connectingclassrooms).
Inclusion requires sufficient numbers o f teachers who are adequately prepared and 
trained to promote the right o f persons with disabilities. Such training may include, as 
relevant, a focus on utilisation o f accessible technology, where available, to enhance the 
educational experience o f students with disabilities and also ensuring that persons with 
disabilities can both bring in specialist skills and understanding, and can make a strong 
contribution to reducing discrimination.
Responsibilities of the Family
Family members o f students with hearing impairment offen have a great deal to teach 
the Professionals because they have an intimate knowledge o f their child and their 
particular impairment Similarly the families o f other marginalised groups have a great 
deal to ‘teach’ the teachers about their way o f life and belief Systems. Greäter family and 
community involvement in formal education is essential to the inclusion process (Kaur, 
2016).
The parents were also trained to communicate more effectively with teachers and 
other Professionals. They are now confident that their experience o f being parents of 
children with disabilities is extremely valuable. They did not receive special training to 
be the parents o f disables children, and they do not think that teachers would benefit 
from special training. They prefer a problem-based approach to training and together 
with ministry staff they are able to advise teachers in the school setting. None o f the 
teachers has ‘special’ expertise in a particular impairment or an increased salary. All the 
teachers are responsible for ensuring that disabled children are included. The teachers 
in the pilot schools, together with the parents, are a major resource for promoting 
inclusion in society. Also the parents act as agents o f dealing with negative attitude, as a 
source o f Iove and solidarity, agents o f early Identification and intervention.
Responsibilities of the Parents
Various authors have posited parental participation in education figures as one o f the 
most important aspects o f current educational reforms in many countries, and also as 
the fundamental principle o f the Contemporary concept o f inclusive education (Tassoni, 
2003; Farell and jones, 2000). Parents are thus facing increased demands related to the 
process o f their children’s education. As parents o f students with hearing impairment; 
the following have to be observed to assist their children: encouraging them, educating 
their children at home, discussing about the child performance with the dass teacher, 
being aware o f school policies, programmes, rules and routines and be informed and 
involved in education decisions that affect their children.
IBADAN UNIVERSITY LIBRARY
8z8 Education Re-Engineering in the New Normal World
R esponsibilities o f  the Principals
The Principals conceptualise and understand the needs o f students with hearing 
impairment and they make sure that these needs are adequately met. They exert 
substantial capacity and influence on the day-to-day activities o f teachers and students. 
In addition, the Principals are responsible for Selecting special education staff, ensure 
that all students benefit from inclusion and supporting the education o f all students.
Conclusion
This chapter sheds light on inclusive education practice which addressed and responded 
to the diversity o f needs o f learners through increasing participation by all categories o: 
learners in the leaming environment. It touches on how to provide students with hearir.i 
impairment with education by responding to their unique learning needs which make-: 
an actual concem to special schools. The negative influence o f the COVID-19 crisis or 
education has been unprecedented. It badly affected classroom teaching and leaming 
especially among learners with hearing impairment. Therefore this paper highlighrs 
the need to provide opportunities for students with hearing impairment regardless : 
their disability, by making online Services, and particularly e-leaming, available to them 
in a way that respects and take into account o f their needs.
Recommendations
Inclusive education is a product o f enabling environment for all categories o f Student 
with special needs. Against this background, it is recommended that:
(1) The ministry o f education should include the use o f e-learning for educatoi 
learners with hearing impairment during the post covid-19 period.
(2) Designers of e-leaming interfaces must recognise and take into account th e 
special needs o f students with hearing impairment that occur on bc:_~ 
communicative and cognitive levels. This is because the linguistic and litera r 
skills may differ and also reading and writing skills may be affected.
(3) Designers of e-learning Systems for students with hearing impairment shc - : 
provide all audio in a visual way using text, sub-titles, pictures, and sigz 
language Videos.
(4) The stakeholders o f inclusive education should stand in gap by encouragrri 
students with hearing impairment develop the interest in using e-leamiru a~ 
another method of learning during the post COVID 19 period.
(5) The curriculum planners should include use o f e-learning System for students 
with hearing impairment in their plan.
(6) The ministry o f education should make provision for in-service training f : - 
the teachers on the effective use o f the e-leaming System for students wirr 
hearing impairment.
References
Ademokoya, JA. and Oyewumi, AM. (2001). Applying inclusive education to the hearing impaire-r
child in the nursery schools. Journal of Special Education, 9,1. 25-33.
Ademokoya J. A. and Oyewumi A.M. (2008). Classroom communication and placement of tS*
deaf in and inclusive dass. Journal o f Human Ecology, 23. 3. 203-209.
IBADAN UNIVERSITY LIBRARY
Meeting the Inclusive Education Needs of Students With Hearing Impairment 829
Allen, T. (1986). Patterns of academic achievement among hearing impaired students: In A. 
Schildroth and M. Karchmer (eds.), Deaf Children in America, 161-206.
Bhargava, M. (2013). Guide to Child Laws. New Delhi: Kamal Publishers.
Braden (1994). Deafness, Deprivation and I.Q. London: Plenum Press, 251-260.
Bueno, F.J., Fernändezdel Castillo, J.R., Garcia, S. and Borrego, R. (2007). E-learning content 
adaptation for deaf students. ACM SIGCSE Bull, 39, 271-275.
Christian Mission for the Blind (CMB), (2016). Annual Charity Report.
El-Soud, M.A., Hassan, A.E., Kandil, M.S. and Shohieb, S.M. (2010). A proposed web-based 
framework e-learning and dictionary System for deaf Arab students. IJECS, 2828, 106401.
Eskay, M. and Oboegbulem, A. (2013). Learners with Disabilities in an Inclusive Education Setting 
in Nigeria: Implications for Administrators. U.S-China Education Review, 3, 5. 313-318.
Farrell, C.M. and Jones, J. (2000). Evaluating Stakeholders participation in public Services - Parents 
and Schools. Policy and Politics, 28.2. 251-262.
Holt, J. (1994). Classroom attributes and achievement test scores for deaf and hard of hearing 
students. American Annals o f the Deaf, 139, 430-437.
Kaur, B.(2oi6). Roles of Family and school in an inclusive educacation setting. International of 
Education, 6. 27-34.
Kaushik and Sudhangu (2018). Stakeholders Perspectives regarding promotion of Inclusive 
Education in Relation to Social Integration and Inclusive Society in West Bengal. A 
Multidisciplinary Online Journal, 1.2.1-9.
Khwaldeh, S., Matar, N. and Hunaiti, Z. (2007). Interactivity in deaf classroom using centralised 
E-learning System in Jordan. PG. 1-9025^ hi
National Commission on Special Education (1997). The practice ofinclusive education in primary 
schools. Annual Report. -------------- .
Giannini, S. (2020). COVID 19 and higher Education: Today and Tomorrow.
Tassoni, P. (2003). Supporting Special Needs: Understanding Inclusion in the Early Years. Oxford: 
Heinemann Educational Publishers, 12-35.
United Nations Educational, Scientific and Cultural Organization (UNESCO) (2005). Guidelines 
for Inclusion: Ensuring Access to Education for All. Paris.
Vemon, M. (2005). Fifty years of research on the intelligence of deaf and hard of hearing children. 
A review of literature and discussion of implication. WWW.Britishcouncil.org/connecting 
classrooms
Kluwin, T.N. (1993). Cumulative effects of mainstreaming on the achievement of deaf adolescents. 
Exceptional Children, 60: 72-81.
IBADAN UNIVERSITY LIBRARY