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Journal articles on the topic 'Kenyan Sign Language'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Morgan, Hope E., and Rachel I. Mayberry. "Complexity in two-handed signs in Kenyan Sign Language." New Methodologies in Sign Language Phonology: Papers from TISLR 10 15, no. 1 (2012): 147–74. http://dx.doi.org/10.1075/sll.15.1.07mor.

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This paper investigates whether two-handed signs in Kenyan Sign Language, a relatively young school-based sign language, conform to the same constraints on combinations of movement and handshape that hold in other sign languages. An analysis of 467 two-handed signs, separated into four types based on complexity, found that KSL is highly constrained, with only a few signs that violate proposed conditions. Three hypotheses to account for handshape restrictions on the non-dominant hand in highly complex signs are tested. Findings show that a universal unmarked set accounts for most of these hands

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2

Ayako, Lornah Irene. "An Assessment of the Appropriateness of Kenyan Sign Language Examination for Hearing Students." International Journal of Research and Innovation in Social Science VIII, no. I (2024): 1705–15. http://dx.doi.org/10.47772/ijriss.2024.801124.

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Kenyan Sign Language is a vital language for the Deaf community in Kenya and plays a pivotal role in their communication and education. This study investigates the appropriateness of including hearing students in the Kenyan Certificate of Secondary Education (KCSE) Kenyan Sign Language (KSL) examination, originally designed and adapted for deaf students. The research employed a qualitative approach, exploratory design and drawn upon the foundation of Critical Pedagogy. Purposive sampling was used to select seven(7) participants who are teachers of KSL and have experience in teaching both the h

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Luchivya, Rosemary Ogada, Tom Mboya Omolo, and Sharon Anyango Onditi. "CHALLENGES PARENTS FACE IN LEARNING KENYAN SIGN LANGUAGE: HEARING PARENTS OF DEAF CHILDREN’S PERSPECTIVES." African Journal of Education and Practice 6, no. 7 (2020): 1. http://dx.doi.org/10.47604/ajep.1159.

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Purpose: The purpose of this study was to find out the challenges faced in learning Kenyan sign language from the perspective of hearing parents of deaf learners.  Methodology: This study employed case study design, qualitative research approach adopting the interpretive paradigm. The study adopted purposive sampling technique to come up with a study sample of 177 informants. Data was collected using interview schedules, Focus Group Discussion guides and Document analysis guide. Qualitative data was transcribed, coded and organized into themes and reported. Findings: Results reveal

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Jefwa Mweri. "Aspects of Kenyan sign language (KSL) morphology." International Journal of Science and Research Archive 8, no. 2 (2023): 207–26. http://dx.doi.org/10.30574/ijsra.2023.8.2.0150.

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Morphology examines forms of words and their relationship with other words in existence in a language. Generally, in linguistics, morphology studies how words are formed. However, in signed linguistics, morphology does not just study word formation per se (since SL uses signs) but rather how language makes use of smaller units that are important to construct larger meaningful units or signs. Accordingly, sign language morphology deals with how to put together sign components that are meaningful to construct complex signs. This paper sets out to examine the way that components of signs are put

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Miyamoto, Ritsuko, and Soya Mori. "Is Kenyan Sign Language a sister language of ASL?" Japanese Journal of Sign Language Studies 24 (2015): 17–30. http://dx.doi.org/10.7877/jasl.24.17.

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Ilondanga, Lenod Salanwa, P. A. Oracha, L. O. A. Othuon, and E. M. Simatwa. "Implications of Teacher Competence and Medium of Instruction on the Implementation of Kenyan Sign Language Curriculum in Secondary Schools in Kenya: Analytical Assessment." Greener Journal of Educational Research 5, no. 2 (2015): 37–49. https://doi.org/10.15580/GJER.2015.2.020915029.

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Curriculum implementation is a crucial, difficult and unavoidable phase in curriculum development. It entails putting into practice the officially prescribed courses of study as intended. The way a curriculum is introduced can create a discrepancy between the proposed curriculum and the actual practice in schools. For deaf students to achieve the goals of education there was need to include Kenyan Sign Language in the curriculum. This was attempted in 2007 in standard one, five and form one classes. It was noticeable that this was the same year teachers were called upon to prepare materials an

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7

Morgan, Hope E. "Argument structure and the role of the body and space in Kenyan Sign Language." Special Issue in Memory of Irit Meir 23, no. 1-2 (2020): 38–72. http://dx.doi.org/10.1075/sll.00043.mor.

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Abstract This paper investigates how systematically a young macro-community sign language, Kenyan Sign Language, uses two different means to communicate about events: (i) word order, and (ii) verb agreement using spatial co-reference. The study finds that KSL signers rely primarily on word order and using the body as a referent, rather than verb agreement, when representing transitive events. Yet, by looking separately at how KSL signers use the sub-components of verb agreement, a pattern emerges that indicates a possible path toward ‘canonical verb agreement’. These sub-components are evaluat

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HWANG, SO-ONE, NOZOMI TOMITA, HOPE MORGAN, et al. "Of the body and the hands: patterned iconicity for semantic categories." Language and Cognition 9, no. 4 (2016): 573–602. http://dx.doi.org/10.1017/langcog.2016.28.

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abstractThis paper examines how gesturers and signers use their bodies to express concepts such as instrumentality and humanness. Comparing across eight sign languages (American, Japanese, German, Israeli, and Kenyan Sign Languages, Ha Noi Sign Language of Vietnam, Central Taurus Sign Language of Turkey, and Al-Sayyid Bedouin Sign Language of Israel) and the gestures of American non-signers, we find recurring patterns for naming entities in three semantic categories (tools, animals, and fruits & vegetables). These recurring patterns are captured in a classification system that identifies i

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Muriithi, Henry Muchiri, and Geoffrey Kasembeli Wanjala. "Kenyan Sign Language Translation Using SSD MobileNet-v2 FPNlite Model." Journal of Computer Science 21, no. 1 (2025): 177–83. https://doi.org/10.3844/jcssp.2025.177.183.

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Muthomi Samuel, Rwaimba. "School based factors affecting learning of Kenyan sign language in primary schools for hearing impaired in Embu and Isiolo counties, Kenya." Revista Brasileira de Educação do Campo 1, no. 2 (2016): 584–605. http://dx.doi.org/10.20873/uft.2525-4863.2016v1n2p584.

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Jefwa G Mweri. "The interactive organization of every day “talk” of native Kenyan sign language (KSL) users: The case of cohesion." International Journal of Science and Research Archive 10, no. 1 (2023): 783–801. http://dx.doi.org/10.30574/ijsra.2023.10.1.0590.

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People who are deaf in Kenya operate within a distinct Kenyan deaf culture that uses Kenya Sign Language (KSL) to interact. The focus of this paper is every day “talk” or any signing activities that they engage in during their interaction in everyday contacts. The paper pivots on discourse that is not planned. According to Brazil [1] unplanned discourse is instinctive and happens gradually in time. Therefore, unplanned discourse is spontaneous and impulsive and is heavily reliant on immediate context to make known people’s thoughts and relies less on structure to express meaning, Brazil [2]. A

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Gregory, Jumah Nyongesa, Charles Makori Omoke Prof., and Cleophas Owino Owiko Dr. "Perspectives of Deaf Students towards Sign Language Systems as used in the Classroom and their Implications on Academic Performance in English." Sarcouncil Journal of Education and Sociology 3, no. 1 (2024): 17–40. https://doi.org/10.5281/zenodo.10581345.

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Students with Hearing Impairment (HI) face various implications in the process of learning as a result of the hearing loss. The academic performance of these students  who have hearing loss or have ability to only perceive slight sound is affected greatly. These students with HI have continued to perform below average in Kenya Certificate of Secondary Education (KCSE). For instance, in the year 2017, 2018, 2019, 2020 and 2021, out of the possible mean score of 12, these students scored an average of 2.4, 2.3, 2.3, 2.8 and 2.7 respectively all of which indicated a “D-” (D Minus

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Mweri, Jefwa G. "Cohesion: Structuring Content Through Textual Features in Kenyan Sign Language (KSL) Formal Discourse." Linguistics and Literature Studies 3, no. 4 (2015): 131–47. http://dx.doi.org/10.13189/lls.2015.030402.

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Shackleton, Joanna. "Exploring Perceptions of Deaf Persons for Recommendations towards Effective HIV/AIDS Programming in Nairobi." Développement Humain, Handicap et Changement Social 18, no. 2 (2022): 59–76. http://dx.doi.org/10.7202/1087624ar.

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Purpose: To assess barriers encountered by Deaf persons from Nairobi’s informal settlements, such as language, in obtaining information and treatment services related to HIV and AIDS. Method: Upon completion of a literature review, consultation with Deaf Empowerment Kenya, two focus group discussions with Deaf community members, a quantitative questionnaire was designed and administered to 32 Deaf participants from Dandora, Haruma and Kayole. Results: Although the results from the questionnaires represent a small sample of Deaf adults in Kenya, it offers important insight into the perspectives

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Lornah Irene Ayako. "Teachers’ competencies to effective support emotional intelligence development of deaf students in Secondary Schools in North Eastern, Kenya." World Journal of Advanced Research and Reviews 21, no. 1 (2024): 1508–14. http://dx.doi.org/10.30574/wjarr.2024.21.1.2597.

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Deaf students may not have exposure to rich emotional vocabulary in their first language, Kenyan sign language, which may result in difficulty in identifying their own and others’ emotions, thus hinder their social interactions and academic success. The main aim of this study was to assess teachers’ competencies in supporting the development of emotional intelligence in deaf students in secondary schools in North Eastern, Kenya. The study embraced a quantitative descriptive design approach and was based on the foundation of Bar-On model. The target population were teachers of secondary schools

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Lornah, Irene Ayako. "Teachers' competencies to effective support emotional intelligence development of deaf students in Secondary Schools in North Eastern, Kenya." World Journal of Advanced Research and Reviews 21, no. 1 (2024): 1508–14. https://doi.org/10.5281/zenodo.13323491.

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Deaf students may not have exposure to rich emotional vocabulary in their first language, Kenyan sign language, which may result in difficulty in identifying their own and others’ emotions, thus hinder their social interactions and academic success. The main aim of this study was to assess teachers’ competencies in supporting the development of emotional intelligence in deaf students in secondary schools in North Eastern, Kenya. The study embraced a quantitative descriptive design approach and was based on the foundation of Bar-On model. The target population were teachers of secon

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Ilondanga, Lenod Salanwa, P. A. Oracha, L. O. A. Othuon, and E. M. Simatwa. "Implications of Teacher Competence and Medium of Instruction on the Implementation of Kenyan Sign Language Curriculum in Secondary Schools in Kenya: Analytical Assessment." Greener Journal of Educational Research 5, no. 2 (2015): 037–49. http://dx.doi.org/10.15580/gjer.2015.2.020915029.

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Lornah Irene Ayako, Henry Kathuri Ndwigah, and Henry Wasosa. "Social adjustment of hearing learners in terms of gender in an inclusive setting in secondary schools for the deaf in Kenya." Magna Scientia Advanced Research and Reviews 11, no. 1 (2024): 262–66. http://dx.doi.org/10.30574/msarr.2024.11.1.0090.

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Education is an important factor in the development process of human life. With the help of education, an attempt is made to bring about maximum development of the child. Socialization is the nature of human being. Good adjustment with society makes good personality of a person. This study investigates the social adjustment of hearing learners within inclusive settings in secondary schools for the deaf in Kenya, with a focus on gender differences. Drawing on Self-Determination Theory, the research assesses Kenyan Sign Language (KSL) proficiency levels among hearing learners and evaluates their

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Harrison, Abwajo Nyambere, and Pamela Okatch Rose. "The Influence of Manual Communication on Academic Performance of Learners with Hearing Impairment in Inclusive Settings in Kisumu County, Kenya." International Journal of Novel Research in Education and Learning 9, no. 4 (2022): 53–62. https://doi.org/10.5281/zenodo.6979986.

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<strong>Abstract:</strong> This study sought to establish the influence of communication in teaching children with hearing impairment in Kisumu County. The objective of the study was to establish the influence of manual communication on academic performance of learners with HI in inclusive settings in Kisumu County. The study was anchored on the Total Communication Theory by Holcomb of (1967). The study employed descriptive survey. The targeted population consisted of 20 head-teachers, 96 teachers and 124 pupils in primary schools under inclusive learning set up in Kisumu County. Ten (10) head

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Fondo, Kalama Hassan, and Joel Okutoyi. "Influence of Curriculum Perspectives on Academic Performance in Mathematics in Schools for Deaf in Kenya." Greener Journal of Education Research 14, no. 1 (2024): 72–80. http://dx.doi.org/10.15580/gjer.2024.1.090124107.

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Mathematics is one of the three science subjects offered in the 8-4-4 system of Education in kenya. However, previous studies have indicated low performance in the subject to learners with hearing impairment in the Kenya Certificate of Secondary Education (K.C.S.E) examination in comparison to other subjects. The underlying cause of such performance in Mathematics by deaf learners had not been brought to surface. For this reason, the purpose of the study was to find out the influence of curriculum perspective on academic performance in Mathematics in schools for the deaf in Kenya, in relation

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Ndungi, Rebeccah, and Samuel Karuga. "Sign Language Prediction Model using Convolution Neural Network." IJID (International Journal on Informatics for Development) 10, no. 2 (2022): 92–101. http://dx.doi.org/10.14421/ijid.2021.3284.

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The barrier between the hearing and the deaf communities in Kenya is a major challenge leading to a major gap in the communication sector where the deaf community is left out leading to inequality. The study used primary and secondary data sources to obtain information about this problem, which included online books, articles, conference materials, research reports, and journals on sign language and hand gesture recognition systems. To tackle the problem, CNN was used. Naturally captured hand gesture images were converted into grayscale and used to train a classification model that is able to

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Mweri, Jefwa G. "Kenya Sign Language (KSL) Phonology: Articulatory Properties and Phonological Processes." Linguistics and Literature Studies 6, no. 4 (2018): 169–82. http://dx.doi.org/10.13189/lls.2018.060403.

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Oracha, Adoyo Peter. "Analysis of Speech-Sign Semantic Equivalence in Simultaneous Communication in Kenya." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 6, no. 2 (2017): 195. http://dx.doi.org/10.21013/jems.v6.n2.p7.

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<p><em>Effective communication between teacher and pupil is a requisite factor for educational attainment. For the deaf, ineffective communication is a major problem especially when onset of profound deafness takes places at an early age before language is acquired. At school, the language of classroom communication not only affects the child’s development but also influences ability to learn other curriculum contents. Pointing out reasons for failure by deaf children to compete favorably with their hearing peers, Johnson et al (1989) has indicated that the central problem on deaf

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Mendenhall, Emily, Rebecca Rinehart, Christine Musyimi, Edna Bosire, David Ndetei, and Victoria Mutiso. "An ethnopsychology of idioms of distress in urban Kenya." Transcultural Psychiatry 56, no. 4 (2019): 620–42. http://dx.doi.org/10.1177/1363461518824431.

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Idioms of distress have become a central construct of anthropologists who aspire to understand the languages that individuals of certain sociocultural groups use to express suffering, pain, or illness. Yet, such idioms are never removed from global flows of ideas within biomedicine that influence how cultural idioms are conceived, understood, and expressed. This article proposes a preliminary model of ethnopsychology described by urban Kenyans, which incorporates local (traditional) and global (biomedical) idioms of distress that are both distinct and overlapping in symptomology and experience

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Wakasiaka Mwichabe, Jane Barasa, and Julius Maiyo. "Influence of types of training on teachers’ preparedness for the implementation of the competency- based curriculum in Trans-Nzoia County, Kenya." International Journal of Science and Research Archive 13, no. 1 (2024): 946–54. http://dx.doi.org/10.30574/ijsra.2024.13.1.1741.

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This study sought to establish the public primary schools’ preparedness for the implementation of the Competency Based Curriculum in Trans Nzoia County; Kenya by determining the types of training among the teachers. Descriptive Survey Research Design was used. The target population was 4,414 teachers. The sample size was 443 teachers. Simple random sampling was used to get the 443 teachers from 5 Sub-Counties. Descriptive statistics was employed to summarize sample characteristics included percentages and means, while inferential statistics, One-way ANOVA test was used to establish variations

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Awori, Beatrice B., Geoffrey K. Karugu, John Mugo, and John A. Orodho. "Self-Esteem and Academic Achievement: What are the Explanatory Variables among Girls with Hearing Impairment in Selected Secondary Schools for the Deaf in Kenya?" Greener Journal of Educational Research 9, no. 1 (2019): 16–26. https://doi.org/10.15580/GJER.2019.1.013119025.

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<strong>This study sought to examine the explanatory variables on self-esteem and academic achievement of girls with hearing impairments (HI) in selected Secondary Schools for the Deaf in Kenya. The study was guided by Carl Roger’s person-centred or client-centred theory. The study used an ex-post facto research design. Participants for the study were drawn from schools for girls with hearing impairment in Central and Western provinces of Kenya constituting a sample of fifty-three girls. Data were collected through questionnaires and interviews and analysed using the Statistical Package

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Lidubwi, Jackline U., and George Gathigi. "Representation of disability in media: A study of abled differently program." University Journal 3, no. 1 (2021): XX. http://dx.doi.org/10.59952/tuj.v3i1.15.

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This study sought to examine the representations of disability in the media focussing on the Kenyanational broadcaster, the Kenya Broadcasting Corporation Television (KBC TV). Specifically, thestudy investigates how KBC TV’s premier program ‘Abled Differently’ is representing People withDisabilities (PWD). The study utilized mixed methods research design with the study population being‘Abled Differently’ program, as well as stakeholders in the disability movement. Non-probabilitypurposive sampling was used to select 26 episodes of ‘Abled Differently’, and a purposive sample of 10key informants

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Tanabe, Mihoko, Emma Pearce, and Sandra K. Krause. "“Nothing about us, without us”: Conducting participatory action research among and with persons with disabilities in humanitarian settings." Action Research 16, no. 3 (2017): 280–98. http://dx.doi.org/10.1177/1476750316685878.

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Standard approaches to data collection can present challenges to persons with disabilities participating in research processes. The Women's Refugee Commission applied a participatory model to examine the intersections of sexual and reproductive health and disability in Kenya, Nepal, and Uganda. Respecting the Convention on the Rights of Persons with Disabilities and a rights-based framework to research, the study engaged a variety of stakeholders—including organizations of persons with disabilities—from its inception and design, through to implementation and recommendation formulation. In Nepa

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Nzioka, Brenda Mumbua Nzioka, Ong’ang’a H. M. Ouko Ouko, and Isanda Backy. "A Reflection on Challenges Faced by Deaf Trainees in Effective Social Interaction in St. Angela Mumias Vocational School, Kakamega, Kenya." Randwick International of Social Science Journal 3, no. 2 (2022): 447–56. http://dx.doi.org/10.47175/rissj.v3i2.427.

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The purpose of the study was to establish the challenges deaf trainees face in their social interactions. The study focused on St. Angela Mumias Vocational School for the Deaf, Kakamega County. The study was anchored on the Theory of Mind by David Premack (1978). A case study design was adopted. The study target was 103, including 95 deaf trainees, one principal, and 7 trainers. Purposive sampling technique was employed to select 3 trainers and the principal, while simple random sampling was used to select 39 deaf trainees. This study adopted a mixed-methods data collection approach. Questionn

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Ndiema, Dalphine C., T. Abuom, and M. Karia. "Health Professionals’ Awareness on Signs and Symptoms of Oropharyngeal Dysphagia among inpatients at a Level – Six Referral Hospital in Kenya." International Journal of Research and Scientific Innovation XI, no. III (2024): 369–80. http://dx.doi.org/10.51244/ijrsi.2024.1103026.

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Background: Oropharyngeal dysphagia is a leading risk factor for multiple health complications, including malnutrition, chest infections, and pneumonia. High dysphagia awareness among health professionals may facilitate early identification and treatment. Objectives: This study’s objectives were to (i) determine oropharyngeal dysphagia signs/symptoms awareness levels among healthcare professionals attending to adult inpatients in the acute-care facility of a Kenyan level-six referral hospital and (ii) establish whether their awareness levels vary with selected individual characteristics. Metho

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Jumah, Gregory, Peggy Ngila, Orpa Ogot, and Ruth Otienoh. "Teaching and Learning Challenges and Opportunities for Students with Disabilities in Higher Institutions of Learning in Kenya During the COVID-19 Pandemic." International Journal of Research and Scientific Innovation XI, no. IX (2024): 536–45. http://dx.doi.org/10.51244/ijrsi.2024.1109050.

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COVID-19 pandemic has caused the greatest unsettling in education history, from preprimary to the highest institutions of learning. Owing to lack of cure and effective treatment, several containment measures were implemented, leading to prolonged closures of educational institutions. This created numerous challenges for both educators and students, particularly in higher education where institutions struggled to maintain the continuity of learning. The introduction of online learning across diverse platforms became a necessity, yet it presented a myriad of challenges for both institutions and

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Ansah, Patrick, Bharat Parmar, Dickens Onyango, et al. "Prospective, Multicenter Study to Assess the Effect of the Speaking Book on Patients' Understanding of Clinical Research Knowledge: The SOUND Study." Blood 144, Supplement 1 (2024): 2441. https://doi.org/10.1182/blood-2024-206983.

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Introduction: Communicating complex clinical trial information to potential participants with varying literacy levels and health conditions can be challenging. Ensuring health equity and promoting clinical trial diversity requires building trust with patients from diverse sociocultural backgrounds, particularly those with low literacy levels. Exploring new communication strategies such as interactive audio-visual formats in their native language can improve participants' understanding of, and participation in, clinical trials, particularly when it is tailored to their literacy levels. The “Spe

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Maina, Ezekiel, Lilian Wanzare, James Obuhuma, Mildred Ayere, Maurine Kang'ahi, and Joel Okutoyi. "KENYAN SIGN LANGUAGE WORD-BASED POSE DATASET." Data in Brief, March 2025, 111502. https://doi.org/10.1016/j.dib.2025.111502.

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Adoyo, Peter Oracha. "ANALYSIS OF EXPRESSIVE AND RECEPTIVE KENYAN SIGN LANGUAGE SKILLS AMONG PRIMARY DEAF CHILDREN IN WESTERN REGION, KENYA." European Journal of Special Education Research 10, no. 6 (2024). http://dx.doi.org/10.46827/ejse.v10i6.5598.

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Research has shown that deaf children of hearing parents, who constitute 95% of the deaf community, find challenges in acquiring both sign and spoken languages. This study examined the competence of deaf children in Kenyan Sign Language. The study developed sign language tools in receptive and expressive vocabulary skills. These were sign order, conversation, placement and picture descriptive as a measure. In the majority of the assessment task, there were clear indicators of age effects, family background whether-deaf or hearing, and amount of contact with skilled signers. In the interview se

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Teresa, Otiu Mayeye, Charles Omoke Dr., and Benard Mwebi Dr. "Application of Mother Tongue (Kenyan Sign Language) When Teaching English Writing Skills in Special Schools for Learners with Hearing Impairment in Kenya." June 21, 2023. https://doi.org/10.5281/zenodo.8066090.

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English writing skills is a very important part of the English curriculum in primary schools in Kenya. English is taught in primary schools with an aim of enabling learners to acquire writing skills, which in turn enables them to express their own ideas legibly and meaningfully in English and to communicate effectively. Acquiring appropriate English writing skills poses a lot of challenges to learners with Hearing Impairment (HI). This study explored the application of Kenyan Sign Language (KSL) when teaching English writing skills to learners with Hearing Impairment in Special Primary Schools

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Jefwa, GJ. "Structural borrowing: The case of Kenyan Sign Language (KSL) and Kiswahili contact signing." Journal of Language, Technology & Entrepreneurship in Africa 1, no. 2 (2009). http://dx.doi.org/10.4314/jolte.v1i2.41781.

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K. Sheila, Jebet, Asakhulu N. Mukolwe, and Mutai K. Paul. "Sources of Variations in the Kenyan Sign Language and its Effects on Academic Performance of Students in Hearing Impairment Schools. A Case Study." Asian Journal of Education and Social Studies, November 11, 2021, 48–62. http://dx.doi.org/10.9734/ajess/2021/v23i230553.

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Sign language is a system of communication that uses manual alphabets, hand gestures, facial expressions and finger spelling to convey meaning. It is used in communication as well as instructional language during teaching and learning process. However, there are variations in sign language worldwide and Kenya is no exception. The variations in sign language may affect academic performance among students in secondary school for the hearing impairment (HI). This study aimed at to identifying the sources of variations and the effects of variations on academic performance of students in HI schools

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Mweri, Jefwa G. "Diversity in education: Kenyan sign language as a medium of instruction in schools for the deaf in Kenya." Multilingual Education 4, no. 1 (2014). http://dx.doi.org/10.1186/s13616-014-0014-1.

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Wawire, Tom M., and Namunga Nick. "Effect of Literacy in Kenyan Sign Language on Academic Performance of Pupils with Hearing Impairment in Primary Schools in Kenya." International Journal of Humanities & Social Studies 7, no. 5 (2019). http://dx.doi.org/10.24940/theijhss/2019/v7/i5/hs1905-082.

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Wawire, Tom M., and Nick Namunga. "Influence of Pupils Interpretation of Kenyan Sign Language on Academic Performance of Pupils with Hearing Impairment in Selected Public Primary Schools, Kenya." International Journal of Innovative Research and Development 8, no. 6 (2019). http://dx.doi.org/10.24940/ijird/2019/v8/i6/may19067.

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OKOMBO, D. O., and P. O. AKACH. "Language convergence and wave phenomena in the growth of a national sign language in Kenya." International Journal of the Sociology of Language 125, no. 1 (1997). http://dx.doi.org/10.1515/ijsl.1997.125.131.

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Wanyoike, Amos. "Impact of Bicultural Competence on Interpreting Dynamics among Freelance Sign Language Interpreters in Nairobi County, Kenya." International Journal of Research Publications 146, no. 1 (2024). http://dx.doi.org/10.47119/ijrp1001461420246260.

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Christine Mwendo Matasio Munala, Susan Macharia, and Clement Majawa. "Deconstruction of School Assessment Accommodations and Learning Attainments for Learners with Disabilities, Nairobi County Primary Schools, Kenya." International Journal of Innovative Research and Development, February 25, 2023. http://dx.doi.org/10.24940/ijird/2023/v12/i1/172691-416055-2-sm.

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This study sought to establish the school assessment accommodations for learners with disabilities and the learning outcomes of the school assessments for learners with disabilities. A concurrent mixed-methods research design was employed to investigate the school assessment accommodations and learning outcomes experienced by learners with disabilities in public primary schools in Nairobi County, Kenya. A combination of probability and non-probability sampling techniques was employed to select 50 public primary schools with inclusive education programs and Special Needs Education teachers. Dat

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"Bilingual education & bilingualism." Language Teaching 40, no. 2 (2007): 168–76. http://dx.doi.org/10.1017/s0261444807264286.

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07–305Allen, Shanley E. M. (Boston U, USA), Martha Cregg & Diane Pesco, The effect of majority language exposure on minority language skills: The case of Inuktitut. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.5 (2006), 578–596.07–306Barkhuizen, Gary (U Auckland, New Zealand), Ute Knoch & Donna Starks, Language practices, preferences and policies: Contrasting views of Pakeha, Maori, Pasifika and Asian students. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.5 (2006), 375–391.07–307Bedore, Lisa M. (U Texas at Aus

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Ochieng’, Justine Anyango, Harrysone Atieli, Bernard Abongo, and Collins Ouma. "Systems of Communicating Sexual and Reproductive Health Issues between Hearing Parents and Their Deaf Adolescent Children in Western Kenya." International Journal of TROPICAL DISEASE & Health, July 22, 2019, 1–12. http://dx.doi.org/10.9734/ijtdh/2019/v37i330164.

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Background: Deaf adolescent children face greater challenges in accessing information, particularly on sexual and reproductive health (SRH) than those with other forms of disability. Parents therefore represent the first source of information for such children. However, the extent of this and systems of communication used by these parents remain largely unknown. Therefore, it is against this backdrop that we sought to study systems of parents communicating SRH issues to their children. Methods: A mixed method design was used to collect quantitative and qualitative data on the system of c

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"Bilingual education & bilingualism." Language Teaching 40, no. 1 (2007): 68–79. http://dx.doi.org/10.1017/s0261444806264115.

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07–91Almaguer, Isela (The U Texas-Pan American, USA), Effects of dyad reading instruction on the reading achievement of Hispanic third-grade English language learners. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 509–526.07–92Almarza, Dario J. (U Missouri-Columbia, USA), Connecting multicultural education theories with practice: A case study of an intervention course using the realistic approach in teacher education. Bilingual Research Journal (National Association for Bilingual Education) 29.3 (2005), 527–539.07–93Arkoudis, Sophie (U Melbourne, Austra

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Cocker, Emma. "From Passivity to Potentiality: The Communitas of Stillness." M/C Journal 12, no. 1 (2009). http://dx.doi.org/10.5204/mcj.119.

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Drawing on my recent experience of working in collaboration with the artist-led project, Open City, I want to explore the potential of an active and resistant - rather than passive and acquiescent – form of stillness that can be activated strategically within a performance-based practice. The article examines how stillness and other forms of non-productive or non-teleological activity might contribute towards the production of a radically dissenting – yet affirmative – model of contemporary subjectivity. It will investigate how the performance of stillness within an artistic practice could off

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FinoTrader. "FTMO challenge FinoTrader." January 22, 2022. https://doi.org/10.5281/zenodo.5893582.

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<strong>FinoTrader is the best alternative of FTMO</strong>   If you searching for FTMO alternative is FinoTrader, it is best funding talents platform. Finotrader.com best alternative FTMO Prop trading is an exciting way for experienced investors to speculate on the financial markets with serious capital and reduced risk. FINOTRADER is one of the leading firms in the forex prop trading space with over 9000 new members joining in 2021. This review covers account types, leverage, FINOTRADER Challenge rules and more.   What Is FINOTRADER? FINOTRADER was founded in 2019 with the aim of p

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