文摘
英文文摘
论文说明：List of Tables、List of Figures、Abbreviations
声明
Acknowledgement
Chapter One Background to the Study
1.0 Introduction
1.1 Overview of the Education System in Kenya
1.1.1 Special Needs Education in Kenya
1.1.2 Education of Children and Youths with Deafblindness in Kenya
1.2 Pupils with Deafblindness as the Research Population.
1.2.1 The Complex Handicap of Auditory and Visual Impairments
1.2.2 Definition of Research Problem
1.2.3 Selection of Research Questions
1.2.4 Description of the Research Provinces/Sites
1.3 Justification and Significance of the Research Project
1.4 Definitions and clarifications of Some Central Concepts used in this Study
1.5 Limitations and Delimitations of the Study
Chapter Two Theoretical Framework and Literature Review
2.1 Deafblindness: Definitions and Theoretical Overview
2.2 Acquired Deafblindness
2.3 Some Possible Effects of Congenital Deafblindness
2.3.1 Problems in Orientation and Mobility
2.3.2 Social Adjustment Problems
2.3.3 Problems in Communicating
2.4 Deafblindness and Learning
2.4.1 Congenitally Deafblind
2.4.2 Congenital or Early Loss of Vision and Hearing
2.4.3 Early Loss of One Sense with Later Loss of the Other
2.4.4 Progressive Deafblindness
2.5 Description of Children who are Deafblind in Kenya
2.5.1 High Functioning
2.5.2 Moderate Functioning
2.5.3 Low Functioning
2.6 Deafblindness and Social Interaction
2.6.1 Interaction with People
2.6.2 Social Interaction through Activities
2.6.3 Facilities for enhancing social interaction
2.7 Modes of communication
2.7.1 Speech
2.7.2 Sign Language
2.7.3 Hand Gesture
2.7.4 Body Contact
2.7.5 Facial Expression
2.7.6 Eye Gaze
2.8 Communication,Language and Speech
2.8.1 Communication
2.8.2 Speech
2.8.3 Functional Communication
2.8.4 Communication and Deatblindness
2.8.5 Some Communication Modes of Persons with Deafblindness
Chapter Three Research Design and Methodology
3.1 Research Pattern
3.2 Research Design
3.3 The Study Area
3.4 Target Population
3.5 Sampling Procedure
3.5.1 Sample
3.5.2 Schools
3.5.3 Children with Deafblindness
3.5.4 Teachers
3.5.5 Parents
3.5.6 Housemothers
3.6 Methods of Collecting Data
3.6.1 Interviews
3.6.2 Other Methods of Data Collection
3.7 Triangulation
3.8 Categorising Data
Chapter Four Presentation and Analysis of Results
4.0 Introduction
4.1 Description of the Research Schools and Units.
4.2 Case Ruta Hassan
4.2.1 People Interacting with Ruta
4.2.2 Activities that Ruta is involved in
4.2.3 Facilities used by Ruta for Social Interaction
4.2.4 Modes of Communication used in interacting with Ruta
4.3 Case Hamisi Mbwana
4.3.1 People Interacting with Hamisi
4.3.2 Activities that Hamisi is involved in
4.3.3 Facilities used by Hamisi for Social Interaction
4.3.4 Modes of Communication used in Interaction with Hamisi
4.4 Cross Case Analysis (Refer to Appendix 10)
4.4.1 People Interacting with Children who are Deafblind
4.4.2 Activities that Children with Deafblindness are involved in
4.4.3 Facilities used by Children who are Deafblind,for Social Interaction
4.4.4 Modes of Communication used in Interaction
Chapter Five Summary,Conclusions and Recommendations
5.0 Introduction
5.1 Summary
5.1.1 Interactive Behaviour of Pupils with Deafblindness
5.1.2 Outdoor Adult-Pupil Interaction
5.1.3 Involvement of Pupils with Deafblindness in Daily Activities within School and Home Context
5.1.4 Facilities used by Children with Deafolindness for Social Interaction.
5.1.5 Preferred Materials and Facilities
5.1.6 Modes of Communication used in the Interactions
5.1.7 Total Communication Approach
5.1.8 Communicative Intents
5.2 Conclusions
5.3 Recommendations
5.4 Suggestions for Further Research
References
Appendix
西南大学;
