Impact of School’s Violence on Educational Career of Female Students with Hearing Impairment in Federal College of Education Pankshin, Plateau State, Nigeria
MIilaham, Rahila Samuel
Department of Special Education, School of Adult, Non-formal and Special Education, Federal
College of Education, Pankshin, Plateau State, Nigeria
Abstract
Students in schools often experience physical violence such as; teasing, stigmatization, psychological, verbal abuse and sexual harassment, including rape. Fear of violence attack prevents many girls with hearing impairment from attending social gathering due to their communication and language problems. This study examined the impact of school’s violence on educational career of female students with hearing impairment in federal college of education Pankshin, plateau, Nigeria. The main objectives of the research are to find out the types of violence experienced by female students with hearing impairment studying in Federal College of education Pankshin and examine the impact of violence on education of female students with hearing impairment after experiencing the trauma of violence. The following research questions were also formulated to guide the study. What types of violence commonly experienced by girls with hearing impairment studying in FCE Pankshin? To what extent has violence affected academic achievement of girls with hearing impairment in FCE Pankshin. Qualitative design was used to conduct the study. The population of the study consisted of 21 female students with hearing impairment in special education department Federal College of Education Pankshin, Plateau State Nigeria. A sample of eight (8) females with hearing impairment was randomly selected from the study. All the eight girls in the department were interviewed to find out if they have ever been a victim of violence. The responses of the students were grouped into four themes. Namely; physical, psychological, sexual and verbal abuse. The results showed that sexual abuse at school affects students with hearing impairment mental health and self-esteem. It leads to drop-out from school. The study researcher concluded that all types of violence have negative effects on the overall personality and in particular academic performance of victim. It was recommended that special education teachers should collaborate with the counsellors to maintain a supportive school environment for students hearing impairment through enlightenment campaign of the need to effectively implement the objectives of inclusive education in the college. Female students, especially those with any form of disabilities must be empowered to speak against such bizarre actions.
Keywords: School Violence, Violence, Educational Career, Students with Hearing Impairment, Hearing Loss
Impact statement
This article investigates the detrimental impact of school violence on the educational career of female students with hearing impairment, shedding light on the unique challenges they face within an already marginalized population. By analyzing existing research and sharing firsthand accounts, this study raises awareness about the heightened vulnerability of these students to various forms of violence, including bullying, harassment, and discrimination. The article’s findings underscore the urgent need for targeted interventions and support systems to address the specific needs of female students with hearing impairment, ensuring their safety, well-being, and equal access to education. The research’s impact lies in empowering educators, policymakers, and stakeholders to implement inclusive policies and practices that foster a safe and supportive learning environment for all students, regardless of their abilities or gender.
About Author
Dr (Mrs) Rahila Samuel MIilaham, PhD, is a Principal lecturer in the department of special education, school of Adult Non- formal and Special Education, Federal College of Education Pankshin, Plateau state Nigeria. She is the current Head of Unit Hearing Handicap Department of Special Education. A registered and licensed teacher by the Teachers’ Registration Council of Nigeria. She belongs to a number of professional associations including National association of special education teachers, National center for exceptional children. Her research interests include Deaf Education, Inclusive education. She has over thirty publications in both local and international journal articles, authored book and book chapters.
References
1. Allen, S. B., & Goldman, J. (2019). Syndromic Sensorineural Hearing Loss (SSHL). In Stat Pearls [Internet]. Stat Pearls Publishing.
2. Ani, J. I., Taiwo, P. A., &Isiugo-Abanihe, U. C. (2019). Sexual Violence and Sexuality Education for the Vulnerable Sex International Review of Modern Sociology, 45(2), 173-191.
3. Ashraf, S., Bashir, R., & Ghulam, F. (2020). Violence experienced by the girls with Hearing impairment in the schools and its impact on their education. Journal of Accounting and Finance in Emerging Economies, 6(2), 547-557.
4.Grose, R. G., Chen, J. S., Roof, K. A., Rachel, S., &Yount, K. M. (2021). Sexual and
reproductive health outcomes of violence against women and girls in lower-income countries: a review of reviews. The Journal of Sex Research, 58(1), 1-20.
5. IvyPanda. (2019). Role of Education for Successful Careers https://ivypanda.com/essays/role-of- education-for-successful-careers-essay/
6. Maphalala, M. C. (2014). The manifestation of occupational stress in the teaching profession: The unheeded voices of teachers. Mediterranean Journal of Social Sciences, 5(1), 77.
7. Milaham, R.S. (2020) Writing and Signing to Develop Written Genres: a study of Nigerian Hearing-loss Students’ Writing. A PhD Thesis submitted to the faculty of education Nelson Mandela University South Africa.
8. Obilor, E. I., & Ikpa, A. I. (2021). Assessment of the effects of violence on students’ academic performance in public senior secondary schools in Rivers State. International Journal of Innovative Psychology & Social Development, 9(1), 147-158.
9. Olweus, D., & Limber, S. P. (2010). Bullying in school: evaluation and dissemination of The Olweus Bullying Prevention Program. American journal of Orthopsychiatry, 80(1), 124.
10. Pontillo, M., Tata, M. C., Averna, R., Demaria, F., Gargiullo, P., Guerrera, S., … &Vicari, S. (2019). Peer victimization and onset of social anxiety disorder in children and adolescents. Brain sciences, 9(6), 132.
11. Women, U. N. (2014). United nations entity for gender equality and the empowerment of women. In Fourth World Conference on Women. Platform for Action and the Beijing Declaration. Retrieved 23rd June 2023 from http://www.un.org/womenwatch/daw/beijing/
12.Zhao, S., Chen, F., Feng, A., Han, W., & Zhang, Y. (2019). Risk factors and prevention strategies for postoperative opioid abuse. Pain Research and Management, 2019.