Social adjustment of hearing learners in terms of gender in an inclusive setting in secondary schools for the deaf in Kenya

Education is an important factor in the development process of human life. With the help of education, an attempt is made to bring about maximum development of the child. Socialization is the nature of human being. Good adjustment with society makes good personality of a person. This study investigates the social adjustment of hearing learners within inclusive settings in secondary schools for the deaf in Kenya, with a focus on gender differences. Drawing on Self-Determination Theory, the research assesses Kenyan Sign Language (KSL) proficiency levels among hearing learners and evaluates their social adjustment. A quantitative approach was employed, surveying 100 hearing learners using the Social Adjustment Scale (SAS-M). Data were collected from 100 hearing learners. The findings indicate that 66% of respondents demonstrate good to excellent proficiency in KSL, with 35% having good proficiency, 31% fair proficiency, and 28% excellent proficiency. However, 6% reported poor proficiency, highlighting the need for additional support. In terms of social adjustment, male students had a mean score of 3.3022, while female students had a higher mean score of 3.7600 on a scale of 5. Although the difference in mean social adjustment scores was not statistically significant, there is slightly higher social adjustment among females. The report emphasizes the importance of tailored support to enhance language proficiency and social adjustment among hearing learners in schools for the deaf, contributing to a more inclusive and supportive educational environment.