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Transcript of Ear camp reports
WI
ZE
AR
T
RU
ST
2 0 1 2 R E P O R T S
E A R C A M P R E P O R T S
I N T H I S
B O O K L E T
L E O N A R D C H I S H I R E
W O R K S H O P 2 4 - 2 5 F E B R U -
A R Y 2 0 1 2
3 - 5
S T P A U L S M U S A M I
1 6 F E B R U A R Y 2 0 1 2
6 - 9
U N I T E D M E T H O D I S T
C H U R C H E A R C A M P
1 0 - 1 1
C H E M H O N D O R O P R I M A R Y
S C H O O L E A R C A M P
2 0 J U L Y 2 0 1 2
1 2 - 1 4
C O M B I N E D R E P O R T :
M U S A M I M I S S I O N 1 2 O C T O -
B E R 2 0 1 2
L E O N A R D C H E S H I R E E N T
C L I N I C 1 9 O C T O B E R 2 0 1 2
1 5 - 1 9
T I L L T H E W O R L D H E A R S
WI
ZE
AR
T
RU
ST
2 0 1 2 R E P O R T S
E A R C A M P R E P O R T S
It gives me pleasure to write this, the first Chairman’s
Statement, on reports concerning WIZEAR activities
for 2012. Since its launch in 2008, WIZEAR did not
underestimate the arduous task it was embarking on.
Faced with a host of problems in our country Zim-
babwe and restrained financial resources at the dis-
posal of Wizear, the road was not going to be easy.
However driven with our common passion to do some-
thing to improve the plight of the people with hearing
impairment and deafness in our country and beyond,
launch we did and with it opened up an exciting jour-
ney culminating to date in the many activities covered
in these WIZEAR Trust Ear Camp Reports. The journey
has only begun for us, the enthusiasm in our team is
palpable and the tasks ahead are almost insurmount-
able.
Remaining true to our operating model where WIZEAR
is a fountain of knowledge which leaves poor margin-
alised communities with world class hearing health-
care institutions and service providers. We at WIZEAR
believe we will leave an indelible mark on Hearing
Impairment and deafness programs.
The Ear Camp reports of 2012 make an interesting
and enriching read. Enjoy.
Sincerely,
Dr. Clemence Chidziva
MBChB (UZ), FC ORL (SA)
Founder and Chairman- The WIZEAR
Trust
C H A I R M A N S S T A T E M E N T
TILL THE WORLD HEARS
L E O N A R D C H E S H I R E
W E S T W O O D H A R A R E Z I M B A B W E :
H E A R I N G I N P A I R M E N T W O R K S H O P : 2 4 - 2 5 F E B R U A R Y 2 0 1 2
Page 3 E A R C A M P R E P O R T S
The workshop for teachers of students with hearing impairment was held on 24 - 25 February 2012 at Leonard Cheshire – West-
wood in Kambuzuma, Harare. The workshop was financed by WIZEAR TRUST, Leonard Cheshire, Save the Children Zim-
babwe and the Ministry of Education, Arts, Sports and Culture.
DAILY PROCEEDINGS
The workshop was officially opened by the director, division of special needs education Mrs Maisiri. She emphasized on the
four functions of the division which are to advise all special programs in the schools, procure and provide materials for special
needs education, monitoring standards and provision of the necessary human resources in schools.
After Mrs Maisiri’s opening remarks, Dr Chidziva gave a
lecture on anatomy and diseases of the ear. A detailed lecture
was presented using power point. The second lecture was on
types of hearing loss and identification of pupils with hear-
ing impairment. This was a paper which was prepared by
Tinashe Nhokwara an audiologist with the University of
Cape Town now pursuing her Masters degree in audiology
with the same university. After these lectures, the rest of the
day was devoted to practical lessons which involved using
the audiometer and otoscope in ear examining and screening.
There were three groups of pupils from Chitungwiza, Wedza
and Mhangura which had the privilege of being examined.
On the second day the main activities covered were, a lecture
on classroom management which was presented by Ms Mimi
from Emerald hill, demonstration on the use of audiometer,
completing the questionnaire and presentation of audiometer
to districts. The focus on classroom management was on the classroom physical environment, pupil to pupil interactions,
teacher to pupil interaction, parental guidance and types of records. A number of tips were given to teachers for them to
observe when teaching pupils with hearing impairment.
After the classroom management lecture, practical lessons continued
and participants were divided into two groups to practice on using
the audiometer. After the exercise there was a question and answer
session. This was followed by the completion of an evaluation
questionnaire by the participants
TILL THE WORLD HEARS
Page 4
ANALYSIS OF THE EVALUTION QUESTIONNAIRE
Twenty two participants completed the questionnaire,
eleven males and eleven females. Their academic
qualifications ranged from ‘O’ level to a degree. Pro-
fessional qualifications ranged from a diploma in spe-
cial education to a degree in special needs education,
only one had a masters degree. They were 21 qualified
teachers and one psychologist. All provinces were
represented although the majority came from Matabele-
land. Invitation to the workshop was at short notice, the
majority being invited one week before the workshop.
On the venue the majority indicated that it was very
suitable although the room was too small. The meals
were very good while accommodation facilities were
considered good. Almost all participants indicated that
the content of the workshop was very relevant and ap-
propriate to their work. They liked most the ‘hands on’
approach. They also commented that the content had adequate detail to enable them handle children with hearing impairment
with confidence in their various schools. The idea of Booths in districts was highly appreciated. However, they indicated that
there was need for booths in every district.
The topics/ content identified by the participants to be in a training manual included all the content covered during the work-
shop plus the following:
Sign language
Signs and symptoms of hearing impairment
Teaching methods of pupils with hearing impairment
Language development
Role of the teacher in interacting with parents of pupils with
hearing impairment
Detailed treatment of classroom management
Community awareness
TILL THE WORLD HEARS
L E O N A R D C H E S H I R E
W E S T W O O D H A R A R E Z I M B A B W E :
H E A R I N G I N P A I R M E N T W O R K S H O P : 2 4 - 2 5 F E B R U A R Y 2 0 1 2
E A R C A M P R E P O R T S
Page 5 E A R C A M P R E P O R T S
RECOMMENDATIONS
1. Need for more time for hearing impairment candidates in national examinations.
2. Teachers of special needs education should mark scripts of special needs
candidates.
3. When ranking schools in examination results, special schools should be ranked
separately from the main stream schools.
4. All ECD pupils and Grade one pupils should have a hearing screening test.
5. There is need to continue in
service teachers of special
classes in the light of new de-
velopments.
CLOSURE
Three things happened during this time, which
were, presentation of certificates, presentation
of audiometers to the four districts and closing
remarks by the director Mrs Maisiri.
The representative of Save the Children Zim-
babwe Mr. Masawi gave a brief history of the
organization and he emphasized the four main
focus areas of the organization which are:
Education ( ECD and basic educa-
tion / primary education )
Children’s rights
HIV and AIDS
Humanitarian
He then presented the audiometers to the four districts.
After the presentation of audiometers there was the presentation of certificates by the WIZEAR repre-
sentative. Participants did not go with their certificates since they had not yet been signed by the perma-
nent secretary.
Lastly the director gave closing remarks. She asked the participants to go back to their stations
and complete the T & S forms and then send them back to her office for processing.
“When ranking
schools in
examination
results, special
schools should
be ranked
separately
from main
stream
schools.”
L E O N A R D C H E S H I R E
W E S T W O O D H A R A R E Z I M B A B W E :
H E A R I N G I N P A I R M E N T W O R K S H O P : 2 4 - 2 5 F E B R U A R Y 2 0 1 2
TILL THE WORLD HEARS
Musami
Mission was
an ideal place
because it
has a Hearing
Impairment
unit, Hospital,
Primary
school and a
Church.
Page 6 E A R C A M P R E P O R T S
INTRODUCTION
The second WizEar training workshop this year, for
teachers of students with special needs was held on 16 /
03 / 12 at St. Paul’s Musami Primary School. The
workshop was organized and sponsored by the WizEar
Trust. The workshop was attended by 5 WizEar staff, 3
officers from Murewa District Education Office, 5
health personnel from St. Paul’s Musami Mission hos-
pital and 23 teachers from Murewa district. Three of
the teachers were from Musami Primary School and the
other 20 were representatives from the 20 clusters in
Murewa District. A cluster is a group of 6 to 7 schools
geographically located within a radius of about 10 to
12km. The report will focus on proceedings of the day
and workshop evaluation.
PROCEEDINGS
The workshop was opened with a prayer by Mrs. Pam-
bireyi, a teacher of hearing impaired students at St.
Paul’s Musami Primary School. After the prayer, Mr.
James gave welcome remarks and later introduced
Musami staff and thereafter there were self introductions by the rest of the participants.
The District Education Officer ( DEO ) of Murewa District Mr. Sylvester Makunzva gave an opening
address in which he outlined the activities of WizEar in Murewa District and at St. Paul’s Musami in
particular. After the address, the hearing impaired pupils sang a song to the participants.
Next to present was Dr. C. Chidziva who talked briefly on the WizEar concept. This was a review of
where WizEar started, where it is now and where it wants to be. WizEar started in
2005 as a facilitating organization or as a knowledge base where information about Ear, Nose and Throat
( ENT ) was obtained. Musami Mission was an ideal place because it has a Hearing Impairment Unit,
hospital, primary school and a church. Between 2005 and end of 2008
WizEar was inactive, it then became active beginning of 2009 especially in the teaching of primary
ear care at Musami Mission Hospital. It’s activities have since expanded including
educational aspects.
TILL THE WORLD HEARS
S T P A U L S M U S A M I P R I M A R Y S C H O O L — 1 6 M A R C H 2 0 1 2
Page 7 E A R C A M P R E P O R T S
The next presentation was again by Dr. C. Chidziva on the topic, “Introduction to the ear and
hearing assessment.” The main areas covered were:
Anatomy of the ear
Types of hearing loss
Identifying pupils with hearing impairment
Behavioral characteristics of pupils with hearing impairment
Language development
Educational achievement
Social functioning
The next presentation was on classroom management and lesson demonstration by Mr. James and Mrs.
Pambireyi respectively.
Mr. James began by looking at the distinction between the terms “hard of hearing” and “deafness”.
These terms were clearly explained as they are normally used in the classroom situation. Other areas
which were discussed were identification of hearing loss in children in class, hearing tests, hearing
aids, the cycle in the placement of pupils with hearing impairment in special schools and special
schools in general.
Mrs. Pambireyi did a demonstration lesson, which was basically a language lesson in which
she was emphasizing total communication when teaching pupils with hearing impairment. This was a
very good lesson which even surpassed a normal class of the same grade level. This was
a grade 2 class. The standard of written work was very high, considering the fact that they are doing all
subjects being done in any normal grade 2 class. The only subject they had a challenge with was Chis-
hona because it would mean that if they learn Chishona they would be doing three (3) languages which
would be heavy for the children, hence limiting them to the
Sign and English languages only.
The next
presentation
was on
classroom
management
and lesson
demonstration
S T P A U L S M U S A M I P R I M A R Y S C H O O L — 1 6 M A R C H 2 0 1 2
TILL THE WORLD HEARS
They were
more
enlightened
and exposed
to new ideas
and
knowledge on
hearing
impairment
education
Page 8 E A R C A M P R E P O R T S
WORKSHOP EVALUATION
This evaluation was meant for teachers only since they were attending the WizEar workshop for the
first time. Twenty (20) participants were supposed to have completed the questionnaire but only nine-
teen (19) returned their questionnaires.
Four (4) males and fifteen (15) females completed the questionnaires. The majority had “O” – level as
the highest academic qualification and Diploma in education as the highest professional qualification.
Seven had a degree in special education although none specialized in hearing impairment at degree
level. The majority of the teachers were very experienced teachers with over ten years of teaching
experience while four are qualified special class teachers.
In terms of the preparations for the workshop, the majority were notified a week before the actual date
for the workshop. All the participants except one indicated that the venue for the workshop was very
suitable for the workshop. On relevance and appropriateness of the content delivered at the workshop,
all participants except one indicated that it was very relevant and appropriate. They were more enlight-
ened and exposed to new ideas and knowledge on hearing impairment education. They indicated that
such workshops should be a permanent feature in Murewa District schools. They went on to suggest that
such workshops should be extended even to those who are not directly involved in teaching hearing
impaired pupils since they will always interact with them in schools. The demonstration lesson was
highly commended. They even suggested that if time was available, the teacher could have given more
demonstration lessons of different subjects. One of the most important things suggested was for the
WizEar and the district to work together in trying to find a way of cutting the red tape in the assessment
of pupils’ hearing.
The following content was suggested to be included in the WizEar training manual:
Sign language
Use of hearing aids
Ways of identifying pupils with hearing impairment
Parental involvement in the education of the hearing impaired child
S T P A U L S M U S A M I P R I M A R Y S C H O O L — 1 6 M A R C H 2 0 1 2
TILL THE WORLD HEARS
Page 9 E A R C A M P R E P O R T S
Causes of hearing impairment
Communication strategies
Classroom management
Language development
Hearing assessment
Teaching pupils with hearing impairment in an inclusive setting
RECOMMENDATIONS
From what the participants discussed, the following recommendations were made:
1. Regular workshops on hearing impairment to be conducted in Murewa district.
2. Establishment of a hearing assessment booth at Musami Mission Hospital.
3. Murewa District Education Office and WizEar to find a way of cutting the red tape in placing
pupils in a special class.
4. Production of reading material for teachers of pupils with hearing impairment.
Conclusion
The participants were all qualified and well experienced teachers. The responses indicated that all
the participants benefited from the workshop and are looking forward to have more such workshops
in future covering various concepts and aspects. Useful suggestions were
made and this will help organizers when planning future workshops.
Murewa
District
Education
Office and
WizEar to find
a way of
cutting the red
tape in placing
pupils in a
special class
S T P A U L S M U S A M I P R I M A R Y S C H O O L — 1 6 M A R C H 2 0 1 2
TILL THE WORLD HEARS
Page 10 E A R C A M P R E P O R T S
INTRODUCTION
The third WizEar training workshop / ear camp this year, for teachers of students with special needs and
nurses was held on 11 / 05 / 12 at Murewa High School in the Geography room. The workshop was
organized and sponsored by the WizEar Trust. The workshop was attended by WizEar staff (5 doctors,
the technician and the training coordinator). There were 5 nurses from Murewa District Hospital and 1
pharmacist. Ten teachers, the District Education Officer and the resource teacher represented the educa-
tion sector. The report will focus on proceedings of the day and workshop evaluation
PROCEEDINGS
The program began with a prayer from Mr. Mandavala. Mrs. Mharadzirwa in the chair introduced Mrs.
Mateura the Deputy Head Murewa High School who welcomed the participants. After welcoming the
participants she asked them for self introductions. After self introductions Ms Tsitsinenei, the District
Resource teacher introduced the District Education Officer, Murewa District, Mr S Makunzva. Mr A
Rarayi was asked to introduce the WizEar staff, after that Mr. Makunzva gave his opening speech. In
his opening speech, Mr. Makunzva thanked the WizEar Trust for coming up with such a wonderful
program to assist pupils with hearing impairment and also for staff developing teachers in the field of
hearing impairment. He highlighted that the link between teachers and the health sector was a signifi-
cant development in Murewa District. The DEO stressed that the District has three schools with special
needs classes catering for hearing impairment children, that is, Zaranyika primary school, Nhowe pri-
mary school and St. Paul’s Musami primary school. He stressed that he was greatly humbled by the
work which the WizEar TRUST is doing in the District. He then declared the workshop / ear camp
officially opened.
Dr. Chdziva started the ball rolling when he talked about the anatomy of the ear and the ear diseases.
This was a very detailed lecture in which all the participants greatly appreciated, mainly the nurses and
teachers. At one point one teacher acknowledged that she was now well equipped with the knowledge
on ear diseases which she was going to use in her school. This
U N I T E D M E T H O D I S T C H U R C H E A R C A M P
M U R E W A H I G H S C H O O L 1 1 M A Y 2 0 1 2
TILL THE WORLD HEARS
Page 11 E A R C A M P R E P O R T S
WORKSHOP EVALUATION
This evaluation was meant for teachers and nurses although the greater part of the evaluation question-
naire wanted responses from teachers as a follow up of the workshop of the 16th of March 2012. Five
(5) males and thirteen (13) females completed the evaluation questionnaire. All the respondents had O-
level as the least academic qualification and one had a Masters degree. All nurses had a diploma in nurs-
ing as the least professional qualification and a B.Sc in nursing as the highest professional qualification.
Three (3) teachers held a certificate in education; eight (8) a diploma in education, two (2) B.Ed, whilst
one (1) has an Advanced diploma in education and also a higher diploma in Human Resources.
The majority of the teachers were very experienced teachers with over ten years of teaching experience.
Out of the eighteen (18) respondents, only one was a qualified special education teacher. All the re-
spondents indicated that they had students with hearing impairment either in their school or cluster.
In terms of workshop notification, two (2) indicated that they were informed of the workshop one
week before the workshop date, three (3) were informed two (2) weeks before the workshop date and
the rest were informed three (3) weeks before the workshop date. Communication about the workshop
date was through SMS since it was during the vacation. Only three (3) who visited the District Educa-
tion Offices leant about the date from the notice board.
Ten (10) participants indicated that the venue for the workshop was very suitable while the rest sug-
gested that the Training centre could be a more suitable venue since it was near the bus terminus for the
majority of the participants. In terms of the relevance and appropriateness of the content ten (10) said
that it was very relevant to their jobs while four (4) said it was relevant.
On improvements, five (5) suggested that it would be a good thing if WizEar gives certificates of atten-
dance to participants. Four (4) respondents suggested that in future workshops parents of students with
hearing impairment, SDC members and heads be invited to attend the workshops.
CONCLUSION
The participants were all qualified professionals in their respective ministries and areas. The responses
indicated that they had developed a positive attitude towards the work being done by WizEar in the dis-
trict as indicated by suggestions they gave in their responses. The WizEar team will consider the imple-
mentation of some of the suggestions given in the evaluation questionnaires
Four(4)
respondents
suggested that
in future
workshops,
parents of
students with
hearing
impairment be
invited to
attend
U N I T E D M E T H 0 D I S T C H U R C H E A R C A M P
M U R E W A H I G H S C H O O L 1 1 M A Y 2 0 1 2
TILL THE WORLD HEARS
Page 12 E A R C A M P R E P O R T S
Following the third ear camp held at Murewa High School on 11th May, 2010, Chemhondoro Primary School made a verbal
request from the WIZEAR chairman for an ear camp to be held at Chemhondoro Primary School. This was then followed by
a formal invitation letter to the WIZEAR chairman requesting for an ear camp at the school. The request letter was accompa-
nied by the WIZEAR form posted to all heads in Murewa district which was requesting them to give information on all hear-
ing impairment cases in their schools. The form indicated 89 pupils with hearing and ear challenges.
PROCEDURES FOLLOWED
The invitation letter to the chairman was copied to:
The District Education Officer ( DEO ) Murewa District – Mr. S. Makunzva
The WIZEAR coordinator – Mr. A. Rarayi
The WIZEAR chairman – Dr. C. Chidziva
SELECTION OF THE PUPILS
The school has an enrolment of 2087 pupils including ECD pupils. Grade coordinators were in charge of the selection proc-
ess where class teachers fed them with information from the Home and Social record books which contain individual chil-
dren’s social records. The table below summarizes the results of the selection.
Table 1
Table showing pupils suffering from various ear ailments at Chemhondoro Primary
School.
Basing on the above statistics, the WIZEAR TRUST chairman agreed to hold an ear camp at the school on 20th July,
2010. Prior to the day of the ear camp, on 19th July, 2010, parents with pupils with identified ailments were invited to the
school to sensitize them on the visit by the WIZEAR doctors and to advise them to accompany their children as they were
in a better position to give the history of their children’s ear challenges. However some parents were unable to come with
their children while others did. Tables 2 and 3 below give a summary of the doctors’ findings.
Grade Male Female Totals
ECD 0 2 2
1 10 22 32
2 3 8 11
3 7 14 21
4 1 4 5
5 1 1 2
6 8 7 15
7 0 1 1
30 59 89
C H E M H O N D O R O P R I M A R Y S C H O O L 2 0 J U L Y 2 0 1 2
TILL THE WORLD HEARS
Page 13 E A R C A M P R E P O R T S
Table 2
The spectrum of ear, nose and throat conditions among children attending school at
Chemhondoro Primary School.
A total of 83 school children were examined.
21 (25%) of the children had normal ear, nose and throat examination. Two (2) girls were
referred for tympanoplasty. Two children require Hearing Aid assessment. Fifty – four
children (16 boys and 38 girls) had hearing assessment using audiometry and the results
are on table 3 below.
Table 3
Results for audiometry
Condition Number of boys
Number of girls
Totals
Otitis media with effusion ( OME ) 7 17 24 ( 29 % )
Chronic suppurative otitis media 2 5 7 ( 8 % )
Cerumen impaction ( wax ) 10 13 23 ( 28 % )
Allergic otitis externa 2 2 4 ( 5 % )
Allergic rhinitis 1 - 1 ( 1 % )
Rhinosinusitis 1 2 3 ( 4 % )
Acute otitis media 1 3 4 ( 5 % )
Fungul otitis externa - 3 3 ( 4 % )
Foreign body 3 1 4 ( 5 % )
Normal ENT examination 9 12 21 ( 25 % )
Totals 28 55 83 ( 100 % )
Level of hearing Boys Girls Total
Normal hearing Less than 25 dB 4 7 11 ( 20 % )
Mild hearing loss 26 – 40 dB 6 21 27 ( 50 % )
Moderate hearing loss
41 -60 dB 5 8 13 ( 24 % )
Severe hearing loss 61 – 80 dB 1 2 3 ( 6 % )
Profound hearing loss
Greater than 80 dB - - -
C H E M H O N D O R O P R I M A R Y S C H O O L 2 0 J U L Y 2 0 1 2
TILL THE WORLD HEARS
There are no
nearby
pharmacies
for parents to
purchase
prescribed
drugs
Page 14 E A R C A M P R E P O R T S
CHALLENGES
Not every parent accompanied his / her child. More has to be done in terms of informing
parents on the importance of the health of their children.
Schools do not have facilities for clinical examination.
There are no nearby pharmacies for the parents to purchase prescribed medicines.
Most parents are poor and cannot afford to buy the prescribed drugs.
Children who were not accompanied by their parents could easily lose their prescriptions and
some of them may not see the importance of taking it home to show their parents.
RECOMMENDATIONS
Musami Mission Hospital should be an epicenter for WIZEAR ear camps in Murewa district.
There is need for regular WIZEAR ear camps in Murewa district.
There is need for WIZEAR to be supported both financially and materially by the relevant
ministries.
CONCLUSION
On the whole this was a successful ear camp considering the number of children who were exam-
ined and also the results that came out. Considering the conditions under which doctors
worked WIZEAR needs to be applauded for a job well done.
C H E M H O N D O R O P R I M A R Y S C H O O L 2 0 J U L Y 2 0 1 2
TILL THE WORLD HEARS
Page 15 E A R C A M P R E P O R T S
INTRODUCTION
This is a combined report on the WIZEAR Camp held on 12 / 10 /12 at St. Paul’s Musami Mis-
sion and an ear clinic held at Leonard Cheshire disability centre on 19 / 10 /12. The Musami ear
camp is historic in the sense that it included students from Pakati primary school and Musami high
school which are part of Musami cluster schools which had never been attended to by WIZEAR
doctors. The idea was to include all schools in Musami cluster. However some students from
schools such as Beta primary school, Chemhondoro secondary school and St. Paul’s primary
school did not sent students even though these schools had students who were supposed to be
examined. The reasons for these students not turning up have not yet been established. It should
also be appreciated that adults and children from the community around these schools were also
attended to.
PREPARATIONS FOR THE MUSAMI EAR CAMP
Musami cluster held its third term meeting on 24 / 09 / 12 in which the cluster chairperson in-
formed cluster resource teachers about the WIZEAR camp to be held at St. Paul’s Musami mission
on 12th October, 2012. Each school was to compile a list of students with ear diseases and hearing
challenges so that the combined list could be forwarded to the WIZEAR trust before the ear camp
was held. The initial list is as follows:
SCHOOL SEX TOTAL
Male Female
Beta Primary school 13 15 28
Chemhondoro Primary school 25 63 88
Chemhondoro Secondary school 4 5 9
Pakati Primary school 7 23 30
Pakati Secondary school 5 3 8
St. Paul’s Primary school Nil nil Nil
St. Paul’s Secondary school Nil nil Nil
Totals 54 109 163
The idea was
to include all
schools under
the Musami
cluster
C O M B I N E D R E P O R T O N : M U S A M I M I S S I O N 1 2 O C T O B E R 2 0 1 2
E N T C L I N I C C O N D U C T E D A T L E O N A R D C H E S H I R E 1 9 O C T O B E R 2 0 1 2
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Page 16 E A R C A M P R E P O R T S
SUMMARY OF RESULTS FOR CHEMHONDORO PRIMARY SCHOOL
HEARING MEASUREMENT
DISCUSSION
Eighty – eight (88) patients were supposed to have come from Chemhondoro primary school for review, but only fifteen
(15) came. Those who failed to turn up could have had financial challenges, the parents or guardians could not see the
importance of the review, they might have forgotten or they did not appreciate the importance of the whole exercise or
some other unknown reasons.
Out of the fifteen (15) patience, thirteen (13) were children and two (2) were adults, (6 males and 9 females). One patient
was referred for grommets insertion and one was referred for deaf education. All had pure tone audiometry done. No pa-
tience required hearing aids assessment.
SUMMARY OF THE RESULTS FOR PAKATI PRIMARY SCHOOL
Condition Male Female Children Adults Total
Chronic suppurative otitis media
2 0 2 0 2 ( 13 % )
Otitis media with effusion
0 2 2 0 2 ( 13 % )
Post herpetic neuralgia 1 0 0 1 1 ( 6 % )
Normal examination 2 5 7 0 7 ( 47 % )
Referred otalgia 0 1 0 1 1 ( 6 % )
Impacted wax 0 1 1 0 1 ( 6 % )
Congenital deafness 1 0 1 0 1 ( 6 % )
Level of hearing Decibels Total
Normal hearing < 25 dB 9 ( 60 % )
Mild hearing loss 26 – 49 dB 4 ( 26 % )
Moderate hearing loss 41 – 60 dB 1 ( 6 % )
Severe hearing loss 61 – 90 dB 0
Profound hearing loss > 90 dB 1 ( 6 % )
Condition Male Female Children Adults Total
Chronic suppurative otitis media 2 0 2 0 2 ( 10 % )
Otitis media with effusion 2 2 4 0 4 ( 20 % )
Presbycusis 1 1 0 2 2 ( 10 % )
Normal examination 1 2 3 0 3 ( 15 % )
ETD 0 1 1 0 1 ( 5 % )
Impacted wax 1 0 0 1 1 ( 5 % )
C O M B I N E D R E P O R T O N : M U S A M I M I S S I O N 1 2 O C T O B E R 2 0 1 2
E N T C L I N I C C O N D U C T E D A T L E O N A R D C H E S H I R E 1 9 O C T O B E R 2 0 1 2
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SUMMARY OF THE RESULTS FOR PAKATI PRIMARY SCHOOL
HEARING MEASUREMENT
DISCUSSION
Initially, thirty (30) patients were supposed to have come to be examined (7 males and 23 females) but only twenty (20)
turned up. The same reasons mentioned earlier could be the same as to why they did not all turn up. Twenty (20) patients
turned up (11 males and 9 females), of whom seventeen (17) were children and three (3) were adults. One patient was re-
ferred for grommets insertion, and six (6) patients require hearing aids assessment. Nineteen (19) had pure tone audiometry
done.
SUMMARY OF RESULTS FOR ST PAUL’S MUSAMI HIGH SCHOOL
TMJ dysfunction 0 1 1 0 1 ( 5 % )
Acute otitis media 3 0 3 0 3 ( 15 % )
SNHL 1 2 3 0 3 ( 15 % )
Totals 11 9 17 3 20 ( 100 % )
Level of hearing Decibels Total
Normal hearing < 25 dB 6 ( 30 % )
Mild hearing loss 26 – 40 dB 5 ( 25 % )
Moderate hearing loss 41 – 60 dB 4 ( 20 % )
Severe hearing loss 61 – 90 dB 1 ( 5 % )
Profound hearing loss > 90 dB 3 ( 15 % )
Condition Male Female Children Adults Total
Chronic suppurative otitis media 1 3 2 2 4 ( 36 % )
Otitis media with effusion 0 1 1 0 1 ( 9 % )
Sensorineural hearing loss 0 1 0 1 1 ( 9 % )
Normal examination 0 2 2 0 2 ( 18 % )
Presbycusis 1 0 0 1 1 ( 9 % )
Otitis externa 1 0 0 1 1 ( 9 % )
Referred otalgia 0 1 0 1 1 ( 9 % )
Totals 3 8 5 6 11 ( 100 % )
C O M B I N E D R E P O R T O N : M U S A M I M I S S I O N 1 2 O C T O B E R 2 0 1 2
E N T C L I N I C C O N D U C T E D A T L E O N A R D C H E S H I R E 1 9 O C T O B E R 2 0 1 2
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Page 18 E A R C A M P R E P O R T S
HEARING MEASUREMENT
DISCUSSION
For the first time St. Paul’s Musami high school has sent students for ear examination. Initially, during the preparations for
this ear camp, no students indicated that they had ear challenges but only to surface on the day for the ear camp. This may
suggest that these high school students
are afraid of stigmatization. On the whole eleven (11) of them presented themselves (3 males and 8 females). Three (3) of
them were referred for tympanoplasty and two will require hearing aids assessment. Six had pure tone audiometry done.
LEONARD CHESHIRE DISABILITY CENTRE – ENT CLINIC
An ear clinic was conducted at Leonard Cheshire Disability Centre on 19 / 10 / 12. The age range of those examined is 4 –
15 years. A total of thirty one (31) patients were examined (18 boys and 13 girls)
The table below summarizes the results.
Level of hearing Total
Normal hearing < 25 dB 1
Mild hearing loss 26 – 40 dB 1
Moderate hearing loss 41 – 60 dB 2
Severe hearing loss 61 – 90 dB 1
Profound hearing loss > 90 dB 1
EAR DISEASES FREQUENCY
Congenital SNHL 17
CSOM 4
Impacted wax 11
Otitis media 1
OME 4
Foreign body 1
Cholesteatoma 1
Normal hearing 1
NASAL CONDITIONS
Rhinositis 2
THROAT CONDITIONS
Tonsillerhypertrophy 2
Total 31
C O M B I N E D R E P O R T O N : M U S A M I M I S S I O N 1 2 O C T O B E R 2 0 1 2
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Page 19 E A R C A M P R E P O R T S
AUDIOMETRY RESULTS
RECOMMENDATIONS
CONCLUSION
From the results obtained from a small sample and also from a very small section of the country it is clear that hearing
impairment is a very serious condition among the population especially the young generation. This also shows that there
is need for a national program to
rehabilitate the affected individuals.
Results Frequency
Normal 2 ( 6,4 % )
Mild 4 ( 12,9 % )
Mild – Moderate 2 ( 6,4 % )
Moderate 1 ( 3,2 % )
Moderate – Severe 2 ( 6,4 % )
Severe 1 ( 3,2 % )
Severe – Profound 3 ( 9,6 % )
Profound 5 ( 16,1 % )
No Response 12 ( 38,7 % )
Objective testing / further audiology evaluation 12
Monitoring 6
Hearing and assessment 7
Special education 17
SURGERY FOR THE FOLLOWING
Tympanoplasty 4
Grommet insertion 4
Tonsillectomy 2
C O M B I N E D R E P O R T O N : M U S A M I M I S S I O N 1 2 O C T O B E R 2 0 1 2
E N T C L I N I C C O N D U C T E D A T L E O N A R D C H E S H I R E 1 9 O C T O B E R 2 0 1 2
TILL THE WORLD HEARS
E A R C A M P R E P O R T S
TILL THE WORLD HEARS