Peter Oracha Odoya

Peter Oracha

Professor Oracha trained as a regular primary teacher. He later took a Diploma in Special Education course at the Kenya Institute of Special Education and taught in special schools for the deaf for 15 years before joining University of Bristol, Center for the deaf studies from 1992 to 1995 for post graduate studies in deaf studies. Back to Kenya h taught at Machakos Teachers Training College and later joined University of Hamburg for PhD in Special Needs Education in 1999.  Back to Kenya in 2003 he joined Maseno University, Department of Special Needs Education and Rehabilitation as Assistant Lecturer and   rose to the position of lecturer in 2005 where he became head of department from 2005 to 2015. In 2009 he rose to the position of Senior lecturer and became Associate Professor in 2016. Professor Oracha  has published widely in the area of deaf studies and education. A number of his publications are also in the area of Inclusive education.

Title abstract
English Grammar Functional Level of Grade Three Prelingually Deaf Learners in Kenya

Education of deaf children in Kenya has not lived up to its original expectation as they have continued to lag behind their hearing counterparts in educational achievements, especially in English grammar.  While English is Kenya’s official language and the language of classroom instruction in schools as learners transit from grade three, deaf children have continued to substantially fail in this subject, recording  a mean score of  below 20% out of 100% for many years. While many theories have been advanced for the dismal performance, learners’ functional level in English grammar which would set a basis for intervention has not been empirically established for this transition Grade.   This study therefore set to establish Grade three leaners’ functioning level in English grammar. Qualitative and evaluative research designs were employed. Study population was 337 prelingually deaf learners and 65 English teachers. Multi-Stage and purposive sampling techniques were used to select 178 learners and 16 teachers respectively.  Instruments for data collection were questionnaire and a test, both were verified for validity and tested for reliability. Data was analyzed using descriptive statistics and error analysis. None of the 178 learners obtained the criterion set pass mark of 50% as the functioning level in English grammar for grade three was established at Grade one level.  Our recommendation is that Grade three learners be taught English grammar based on Grade one level.