Early Childhood Special Education Program at the Outcome Phase - An Evaluation from Stake’s Countenance Model Perspective

Oct 15, 2026

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The main purpose of this quantitative enquiry was to evaluate children with deafness in class one after attending an Early Childhood Special Education (ECSE) program for two years in Government Special Education Schools for Hearing Impaired Children in Punjab. Using Robert Stake’s Countenance Model (third phase), the province was divided into four zones and 37 children were randomly selected. Achievement tests in reading, writing, mathematics, and speech/speech reading (Urdu and English) were validated and analyzed with ANOVA and post hoc comparisons to compare Zone IV against other zones.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

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Abstract

Introduction and Review of Literature

Early Childhood Special Education Program at the Outcome Phase: An Evaluation from Stake’s Countenance Model Perspective Ghulam Fatima * Misbah Malik ** Uzma Abid*** and Dur-e-Nayab *** Abstract The main purpose of this quantitative enquiry was to evaluate the performance of children with deafness in class one who had attended an Early Childhood Special Education (ECSE) program for two years in Government Special Education Schools for Hearing Impaired Children (GSESHIC) in Punjab. The third phase of Robert Stake’s Countenance Model was taken for the evaluation purpose. The province of the Punjab was divided into four zones. A sample of 37 (50%) children with deafness (Zone I= 12 children; Zone II= 12 children; Zone III=7 children; Zone IV=6children) who had been promoted to class one were randomly selected. Achievement tests on reading (Urdu & English ), writing (Urdu & English), mathematics, speech and speech reading (Urdu & English) were prepared on the basis of syllabus of K.G.II, and following the pattern of sample question papers of four schools for hearing impaired children (one school from each zone). The tests were validated by a panel of five experts in the deaf field. The tests were administered in schools after seeking prior consent of the school heads. The test results were analyzed using ANOVA and post hoc test of multiple comparisons. A significant difference was found in the mean scores of reading recognition test (Urdu & English), speech reading test (Urdu & English), and speech test in the GDDHS in Zone IV from those in Zone I, Zone II, and Zone III. Similarly, the results ofANOVA and post hoc comparisons showed a significant difference in the mean scores of writing test (Urdu), writing test (English), and Mathematics test in the GSESHIC in Zone IV from those in the other three zones. Conclusions were drawn and recommendations to Punjab Special Education Department were made for the improvement of (ECSE) program for young children with deafness. Keywords: Evaluation, early childhood special education, outcome, stake’s model * Assistant Professor, Department of Special Education, University of the Punjab, Lahore-Pakistan. [Email: missfatima_dse@yahoo.co.in](Email: missfatima_dse@yahoo.co.in) ** Lecturer, Township Campus, University of Education, Lahore-Pakistan. [Email: misbahmalik@ue.edu.pk](Email: misbahmalik@ue.edu.pk) *** M.Phil Scholar, Institute of Education and Research, University of the Punjab, Lahore-Pakistan Email: [durenayab18@yahoo.com](durenayab18@yahoo.com) Introduction and Review of Literature A child’s life is significantly influenced by his early years’ experiences with relation to attainment of knowledge about his environment, connection with his family and community, and maturity of cognitive abilities and language (Abidi, 2015; Nutbrown, 2011; Mori & Olive, 1980) . If a young child develops spoken language skills appropriate to his age, he will be able to get admitted in a preschool setting and can take part in all school activities engaging in significant social relations with instructors and peers. Research indicates that children who do not receive enough language input in the early years of their lives cannot show better performance in academics and language in the coming years (Abidi, 2015; Nathan, Goulandris, & Snowling, 2004) . Deafness restricts the developmental process for acquiring language in young children. When the deafness in children is of a profound degree and of a permanent type, it causes obstacles in the acquisition of language, speech, and communication and results in lapses in social and cognitive development. It, consequently, affects academic progress including literacy skills in children (Andleeb, 2008; Hart & Risley, 1995) . When deafness is identified at an early age, and early intervention is started effectively, it increases the chances of speech, language and communication development according to the pattern of development and time du

FAQs

What was the goal of the evaluation study?

To evaluate the performance of children with deafness in class one after two years of participation in an ECSE program in Government Special Education Schools for Hearing Impaired Children in Punjab.

Which evaluation framework was used in the study?

The third phase of Robert Stake’s Countenance Model was used to guide the evaluation.

How were students selected and how were results analyzed?

Punjab was divided into four zones and 37 promoted children were randomly selected. Test results were analyzed using ANOVA with post hoc multiple-comparison tests.

Oct 15, 2026

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