The Influence of Language Proficiency and Textbook in Understanding Science among Hearing Impaired Pupils

Abstract

Students with special needs in hearing impairment (MBPK KP) often encounter language proficiency challenges, significantly impacting their understanding of Science subjects. They are provided with standard science textbooks, similar to the students in the mainstream classes. Therefore, this case study intends to question how their language skills and proficiency affect their understanding of science subjects as perceived by science teachers. Additionally, it investigates the use of science textbooks the government provides to assist teachers’ efforts to enhance students’ comprehension of science. This study employs a qualitative approach utilising a case study research design through interviews with four Science teachers from a Special Education school (SPK Pendengaran) in Kuala Lumpur. The findings reveal a consensus among Science teachers regarding the significant role of language skills proficiency in understanding Science subjects. Participants mentioned three challenges related to language encountered during science lessons and three instructional modifications to tailor the challenges. The second research question addresses the role of Science textbooks as the primary reference for lesson planning. Nevertheless, using self-developed teaching aids derived from the textbooks' content appears more comprehensible by MBPK KP. Nonetheless, science textbooks have been proven to be challenging to use for self-directed learning among MBPK KP, which underscores the need to propose five improvements to the language aspect of science textbooks.