School environment on social development of students with hearing impairment in Bassa, Plateau state, Nigeria

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Published Sep 21, 2021
https://doi.org/10.47434/JEREDA.2.2.2021.183
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Vol. 2 No. 2 (2021)

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Patricia Kwalzoom Longpoe
Department of Special Education & Rehabilitation Sciences, University of Jos. Nigeria
Nenrot V. Gomwalk
Department of Special Education & Rehabilitation Sciences, University of Jos. Nigeria

Abstract

Introduction: School environment is a learning place where the learners learn and interact with learning facilities in order to be socialized and face the challenges in the society.


Purpose: This study was carried out to evaluate on impact of school environment on social development of children with hearing impairment in School for the Deaf, Bassa, Plateau State.


Methodology: The study was carried out with the use of questionnaires from fifty respondents as a method of data collection. The sample drawn from the Population for the study consists of students from students in School for the Deaf, Bassa, Plateau State. The data collected through this medium were analyzed using simple percentage and discussed with explanations.


Results: The study find out Children’s social behaviors depend on several factors both human and physical environment. Classroom teachers and parents contribute immensely to the children’s social behaviors, limited access to both the students and teachers to reading materials, quality of school building and unavailability of good library has great influence on student social development.


Recommendations: It is recommended that adequate classroom building, well-equipped library and other schools facilities should be provided in the school to help promote students social development.

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Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite
Longpoe, P. K. ., & Gomwalk, N. V. . (2021). School environment on social development of students with hearing impairment in Bassa, Plateau state, Nigeria. Journal of Educational Research in Developing Areas, 2(2), 183-195. https://doi.org/10.47434/JEREDA.2.2.2021.183
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