International Journal of Innovation and Scientific Research ISSN 2351-8014 Vol. 17 No. 1 Aug. 2015, pp. 144-148 © 2015 Innovative Space of Scientific Research Journals http://www.ijisr.issr-journals.org/ Corresponding Author: Beatrice Bunyasi Awori 144 CLASSROOM ENVIRONMENT AND ITS SUPPORT TO EFFECTIVE CLASSROOM COMMUNICATION FOR DEAF LEARNERS Lucy W. Muiruri, Beatrice Bunyasi Awori, and John Ng’asike Kenyatta University P.O Box 00100-43844 Nairobi, Kenya Copyright © 2015 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. ABSTRACT: The purpose of the study was to determine the impact of classroom communication on academic performance of learners with hearing impairment. A case of Kambui School for the Deaf, Kiambu County-Kenya. The specific objective was to establish whether the classroom environment was supportive to effective classroom communication for learners with hearing impairment. The study was guided by the Holcomb’s 1967 Total Communication Theory. It adopted descriptive case study design. The respondents were the head teacher, ten teachers and sixty learners, giving a total sample of 71 participants (n – 71). Data was corrected by the use of interviews, questionnaires and observations. A combination of content analysis and thematic approach was used to analyze qualitative data. Research findings indicated that, classroom environment was not supportive to effective classroom communication. To support improved academic outcomes of learners with hearing impairment, it is important that their direct experiences in the classroom is understood. The school had large class sizes which affected teacher learner interaction. It was noted that, there was inadequate teaching and learning materials. In order to improve academic performance accommodations such as small class sizes, spacious classroom, well ventilation, a good lighting and noise management need to be observed. KEYWORDS: Classroom, communication modes, learning, academic performance, environment. BACKGROUND TO THE STUDY The classroom environment and activities are what learners experience directly and they are the mechanism through which educational interventions are most likely to produce desired improvements in learner’s performance. Peters (2004) in a study titled inclusive education, and education for all strategy for all children; reveled that, environment played a significant role in disabling majority learners. Ademokoya (2008) in a study titled classroom communication and placement of learners with hearing impairment in an inclusive class carried out in Nigeria found that, to support improved outcomes of learners with hearing impairment, it was important that, their direct experiences in the classroom were understood. A study carried out in Zambia by Malunga (2007) titled an investigation on the use of sign language and language by regular teachers teaching learners with hearing impairment showed that in relation to the learning environment, the best possible conditions were a quiet place and good lightening. This allowed learners with hearing impairment to concentrate and follow what was being lip-read. A study by Liwakala (2003) carried out in Mpika, Zambia, reported that, learners with hearing impairment were visual learners. As a result, an attractive classroom with talking walls such as interesting notice boards and charts around the room, visual teaching aids such as pictures, diagrams and word maps assisted the learners to learn. In relation to seating arrangement, Liwakala (2003) found that it was very cardinal that learners with hearing impairment sat on chairs so that they could see both the teachers and their peers as much as possible. This was attributed to the fact that, the learners are able to see the various signs, lip-read and interpret body language as they were in full view of all participants in the classroom. A study carried out by Ekwama (2003) in Nigeria, found that, in order to accommodate learners with hearing impairment who used hearing aids, it was vital to minimize noise. If there was noise from outside, doors needed to be shut and in certain instances, windows were shut. These measures were put in place in order to reduce background noise. It was highlighted