Influence of Guidance and Counseling on Social Skills of Students with Learning Disabilities in International Secondary Schools, Nairobi City County, Kenya.
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Date
2018-11
Authors
Kinyua, Miriam G.
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
This research study sought to assess the influence of school guidance and counseling
services on the development of social skills of learners with learning disabilities in
international secondary schools in Nairobi City County, Kenya. The specific
objectives of the study were; to establish the types of Guidance and counseling
services being offered to learners with learning disabilities, to examine the influence
of professional training of school counselors on guidance and counseling services
for learners with learning disabilities, and to explore the influence of guidance and
counseling services in the development of personal-social skills of learners with
learning disabilities. Five international secondary schools with programs for learners
with learning disabilities were the target population. These schools were randomly
selected. The study population comprised fifty students with learning disabilities, ten
guidance and counseling teachers, ten special needs education teachers and ten
school head teachers/key stage coordinators from the selected schools. The sample
size for the study included five school head teachers or key stage coordinators, five
school guidance and counseling teachers or school counselors, five special needs
education teachers and twenty-five students with learning disabilities. Purposive
sampling was used to select the key stage coordinators, special needs education
teachers and school guidance/counseling teachers who participated in the study. The
researcher used simple random sampling technique to sample the students with
learning disabilities. Four key stage coordinators, five counseling teachers, five
special needs education teachers and twenty-two students participated in the study,
making an average response rate of 90.0 %. Data was gathered using questionnaires
and interview guides. Pilot study was carried out at St. Austin’s Academy as it is an
international school within Nairobi County. The research instruments were piloted
for their validity and reliability. A reliability coefficient of 0.8 was realized which
was sufficient enough for the research instrument to be used to collect data. Data
collected was categorized, coded and subjected to statistical package of social
sciences for analysis version 16.2. Data was analyzed both qualitative and
quantitative techniques. The quantitative techniques involved using frequencies and
percentages. After the analysis, it was presented using tables. The researcher then
arranged qualitative data responses thematically according to the research questions
and objectives for analysis. The study found out that school guidance and counseling
play a great role in the development of personal social skills for students with
learning disabilities. Based on the findings of the present study, it can also be
concluded that school counselors’ training in school guidance and counseling,
training in special needs education, experience in teaching children with disabilities
and exposition to continuous staff development positively impacts on guidance and
counseling services provisions for children with disabilities. The study recommends
that Guidance and counseling for students with disabilities should be provided by
trained counselors in the area of special needs and disabilities.
Description
A Research Thesis Submitted in Partial Fulfilment of the Requirements for the Award of Master of Education Degree (Special Needs Education), School of Education of Kenyatta University