The Digital Story Time programme has helped Deaf learners to gain confidence in their interactions with others and to express themselves better, according to a survey of teachers engaged in the programme.

The survey was conducted by way of a questionnaire, which was sent out to teachers — both hearing and Deaf — who have been using the videos produced for the DST programme to engage their pupils. The videos are used to teach Deaf learners in the early stages of their academic lives. Typically, these are six-to-nine-year-old children.

“DST has saved time in delivering activities and also makes it easier to cover the curriculum,” said Margaret Gitonga of Tumutumu School for the Deaf. “My learners enjoy learning and can answer simple questions during assessment.”

Confidence

On her part, Mercy Ibuuri from Kaaga School for the Deaf said that through DST, she had learnt new ways of teaching Kenya Sign Language and other subjects. “The stories in DST videos have enhanced learners’ vocabularies and signing skills, and developed in them a culture of reading. Learners are expressing themselves confidently through signing and also drawing.” 

A total of 27 respondents submitted their questionnaires. These came from eleven counties including Kitui, Nyeri, Meru, Nakuru, and Bungoma. Others were Kiambu, Kirinyaga, Machakos, Kwale, Kericho and Garissa. The survey focused on teachers with classes from PP1 to Grade 2.

The various schools represented included Kaaga, Kitui, Machakos, Tumutumu, Kambui, Kerugoya, and Kwale schools for the deaf. Others were Kedowa, St Anthony, Ngala, and Garissa schools for the deaf. 

In addition to KSL, the vast majority of the teachers have multiple subjects that they teach, with only two stating that they taught Mathematics only. Most of the teachers also taught subjects such as English, Religious Education, Environmental Activities, and Creative Activities.

The survey results revealed that many of the teachers have enormous experience spanning many years in the classroom. Leah Fundi from Kitui School for the Deaf said she had 34 years’ experience in teaching, and that she had been engaged in Special Needs Education since 2009. Others with long experience included Pauline Munyoki of Kwale School for the Deaf with 22 years in the teaching profession, Edwin Chirchir of Kedowa School for the Deaf in Kericho County with 15 years, and Ruth Njilu of Kaaga School for the Deaf in Meru County with 27 years.

Challenges

The success of the DST programme has not blinded teachers and organisers to the enormous challenges that still exist. There are learners with multiple disabilities, and these tend to “lose concentration very fast,” according to Caroline Nyansikera of Ngala School for the Deaf. Ms Ibuuri, on her part,, said that, “The major challenge encountered is the story is written in English but signed in KSL” Yet another participant, Joseph Gichira of Kerugoya School for the Deaf, said that the language used in some of the videos was difficult for learners.

Other common challenges pointed out by the respondents included poor network connectivity, a lack of enough gadgets for learners, congested classrooms, and slow learners being left behind by fast learners. One respondent reported having an autistic learner who cannot focus and may need activities suited to their condition.

Despite these numerous challenges, all the teachers said they would recommend the DST programme to their peers, saying it enhances communication skills, addresses a major gap in educational resources for Deaf learners, and enhances inclusivity in education.