A study of the historical development of the primary teacher training programme for teachers of the visually handicapped in Kenya.
Ojwando, Josiah Owiti
MetadataShow full item record
This research project set out to trace the historical development of primary teacher training programme for teachers of the visually handicapped in Kenya. This was deemed an important problem worth studying by the researcher, given the fact that many aspects of special education have not received due attention in this country. The study was therefore, seen as means of bringing together the tiny bits and pieces of the historical development of the said programme. Through this study, it was the researchers' conviction that suggestion would be made which in turn would be used to grop into other aspects of special education. For the purpose of obtaining information for the study, two sets of research instruments were used. Firstly, two interview schedules were administered, the first to the heads of special education both at the Kenya Institute of Education and the Ministry of Education together with the Director of the Kenya Institute of Special Education and the second to the graduants of the Kenya Institute of Special Education who had already gone through the relevant training programme. The second set of research instruments comprised two questionnaires, the first administered to the K.I.S.E. trainees undergoing the training programme for teachers of the visually handicapped, and the second, split into two, administered to the above said K.I.S.E. lecturers and the Director of the Institute respectively. ( v ) The information obtained through the administration of the mentioned sets of research instruments was used to develop the different sections of the project. The basic issues delt with in the project included: The stages of development of the training programme, the factors that influenced the historical development of the programme, the establishment of the Kenya Institute of Special Education and the satisfaction derived by the student teachers from the training programme. These were seen as forming the logical sequence of the historical development of the primary teacher training pro~ramme for teachers of the visoally.handicapped in Kenya. The final project has been produced as a result of the data obtained through the administration of the research .instruments discussed above and the reading of all available relevant literature from various libraries.