Providing Early Years Support in Kenya with the Early Language Profiling Toolkit (ELPT)

 

At Deaf Child Worldwide (DCW), our mission is to achieve a world without barriers for deaf children. We utilise our skills, knowledge, and influence to drive systemic change in early intervention for deaf children in developing countries. Our recent collaboration with Sense International Kenya (SIK) to implement the Early Language Profiling Toolkit (ELPT) is a great example of this. We are delighted to share that Phase II of our pilot project with SIK has seen the successful rollout of ELPT in deaf schools, generating evidence to support its adoption by major educational institutions and the Kenyan government’s inclusive education strategy. Sense International operates in eight countries, including Kenya, making them an ideal partner due to their dedication to supporting people with deafblindness and their families and their shared strategic objectives. The project involved working in Nairobi City County and Kilifi County, across three institutions.  All three institutions are government schools.

Deaf Child Worldwide holds unique insight and specialised knowledge in early language profiling and language acquisition for deaf children, which has been instrumental in creating the toolkit. The ELPT serves several key functions. It is a profiling tool that can be used to understand each child's language level and act as a formative assessment tool to help teachers gauge their level of comprehension. It  provides Individualised Language Plans (ILPs) and interventions for learners. In addition, parents are engaged through deaf awareness training sessions while equipping them with Kenyan Sign Language skills. 

Strategic Focus on Early Years

The ELPT project was entirely conceptualised and developed by DCW. Our staff played a crucial role in guiding the SIK team, working closely with the implementation team, as well as leading training sessions for teachers and Deaf Learner Support Assistants (LSAs) due to our expertise and experience in this area. The toolkit also emphasises safeguarding practices to ensure the safety of all learners, a critical component of the project that we have prioritised throughout the implementation process.

Enhancing Understanding and Deaf Awareness

Following the training, teachers and Learning Support Assistants (LSAs) working with SIK have gained a solid understanding of the ELPT. Before implementation, teachers did not understand that language was a problem for deaf children when they joined school. They also lacked the training, skills, and tools to help them. Now, they have the structure and know-how to assist learners in their classes. Teachers are also thrilled to have the support of an LSA for the first time in class, who not only supports learning but often acts as a deaf role model. This also helps ensure improved learning for all the children in the class.

DCW and SIK teams in East Africa facilitated learning through monitoring visits with the Kenya Institute of Special Education (KISE) and other members of the technical steering committee. These visits involve observing teaching activities, providing feedback, and implementing ILPs for each child. After each monitoring visit, reflection sessions are held to review progress and provide technical support. Additionally, following training sessions, the team discusses successes and areas for improvement, documenting all insights in the "Lessons Learned" training document on Microsoft Teams.

The toolkit’s design also supports the collection of learner information, the profiling of language and communication skills, and the involvement of parents in reviewing ILPs during monitoring. This comprehensive approach ensures that interventions are guided by real-time data and informed decision-making.

Creating Individualised Learning Plans

The Individualised Language Plans (ILPs) and suite of teaching activities offer numerous benefits to deaf children, including providing bespoke learning goals and deaf-specific tools to help children achieve them. They also improve self-confidence and motivation and provide the flexibility to tailor learning to a child's unique language and communication needs. After profiling a learner and assessing their language levels, teachers create an ILP outlining strategies to accelerate the child's language development. This approach aligns well with Kenya's Competence-Based Curriculum (CBC), a learner-centred education system introduced in December 2017, which focuses on developing learners' potential and emphasises what learners are expected to do rather than what they are expected to know.

The use of ILPs within the ELPT project has not only supported language development but has also contributed to significant improvements in social interaction skills and incidental learning. For example, students have increased their vocabulary, storytelling skills, ability to name objects, and lead conversations. Moreover, their sign language skills have notably improved, with students using sign language much more frequently. The project has also incorporated digital learning tools, including tablets and interactive software, which enhanced the learning experience. These technologies provided learners with interactive and engaging content, making abstract concepts more accessible to teachers, parents and the learners.

Influencing and Achieving Systemic Change in Government Institutions

We are delighted by the results of the ELPT pilot project. The impact of our work and ongoing change for deaf learners is already being realised as the toolkit is being strongly endorsed by government institutions in Kenya. Dr. Kiogora, the Director at the Kenya Institute of Special Education, a key implementing partner in assessing the efficacy of the ELPT, said:

“ELPT has enabled teachers in early grade years to gain skills and confidence in supporting the language development of deaf children. They can objectively demonstrate progress made by learners in early years of education in both language and communication skills.”

He added that “The ELP Toolkit is a powerful tool.”

Positive Outcomes and Future Directions

There have been substantial positive outcomes in terms of language acquisition, including increased vocabulary, storytelling skills, the ability to name objects, and lead conversations. Overall, students have also improved their sign language skills, using sign language much more frequently. One of the teachers, Maria, shared her experience:

“My role as a teacher revolves around imparting knowledge and nurturing language development among young learners. Since being trained on ELPT, I now adopt creative teaching approaches, including interactive games, to engage children in the learning process.”

In August, at the end of Phase II, SIK hosted a dissemination launch along with our East Africa team. This was attended by esteemed representatives and people of influence from the Kenyan government, including the Ministry of Education, Kenya Institute of Curriculum Development, Directorate of Special Needs Education, Early Childhood Development, Kenya UNICEF, Head teachers and LSAs to name but a few.

Mama Malaika, the parent of a deaf child who benefitted from the project, expressed her deep appreciation, stating: 'This is the first time I have met deaf adults who hold successful careers [referring to Richard Mativu, the SIK Director]. I previously knew very little about deafness and was extremely concerned about my daughter's future, but now I am confident that she will succeed. ‘The project successfully involved the Ministry of Education from its inception through to completion, ensuring consistent engagement throughout. This collaboration allowed the Ministry to gain a comprehensive understanding of the real challenges faced on the ground by deaf learners. Madam Martha Odundo, Director of Early Childhood Development in the Kenyan government, acknowledged that they were previously unaware of the difficulties faced by deaf learners in schools and committed to providing support to ensure the success of the Early Language Profile Toolkit (ELPT).

We are very excited about the support for this toolkit, the impact it can have on deaf children, and the improvement in the way teachers engage with their learning. The ongoing efforts to enhance language acquisition and educational outcomes for deaf children continue have yielded positive results, including improved social interactions, academic performance, and overall well-being of learners. This project not only empowers LSAs as role models but also increases awareness about the importance of sign language in educational settings.

As we look forward to the continued success of the ELPT project, we remain committed to driving systemic change and improving the lives of deaf children in lower income countries.