Barriers to full participation of learners with reading difficulties in public primary schools in Langata District, Nairobi County-Kenya
Loading...
Date
2014-10
Authors
Karori, Jane Moragwa Onkundi
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
The aim of this study was to investigate the baniers to full participation of learners with readingdifficulties in public primary schools. The objectives of the study were: to identify possible baniers affecting full participation, teachers' awareness or-non-participation of learners, extent to which full participation of learners exists and intervention strategies of learners with reading difficulties in Langata District, Nairobi County. The study adopted two models, of full inclusion, namely; adaptive learning environments model and team teaching. In the study, the target population comprised 7 schools in Lang'ata District with a number of 1018 learners, 58 teachers and 7 headteachers. This study employed descriptive research design. Purposive sampling was also used to select teachers and learners because they had the information needed. Quantitative data were first coded and entered in SPSS spread sheet and then screened for errors. All the gathered data were analyzed using descriptive statistics by use of frequency tables, pie charts, percentages and bar graphs. Tools used to gather primary data included questionnaires and interviews. Qualitative data were analyzed thematically by categorizing the data into themes in relation to the opinions, views and perception of the respondents. The research showed that teachers were qualified but not all were able to handle learners with reading difficulties, since most headteachers indicated that they could find learners with reading difficulty even in std 6, 7 and 8. The implications of these findings of the study were discussed and recommendations made to all stakeholders and policymakers to which was a call to all parties to review their roles with an aim of helping the learners with reading difficulty included in learning and participate in schools. The study also recommended that teachers should give equal opportunity to all learners in class especially those with reading difficulty. Emphasis should be made on the importance of use of learning materials and teaching strategies through in service courses.
Description
A research thesis submitted in partial Fulfillment of the requirement for the a ward
of the Degree of Master of Education (Special Needs Education) in the School of Education,
Kenyatta University