RP-Department of Special Needs Education

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Browsing RP-Department of Special Needs Education by Author "Chege, Fatuma N."

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    Braille competency among blind learners: materials and teacher factors in thika and Meru, Kenya
    (Nairobi Academic Press, 2014) Njue, S. W.; Njoroge, M.; Chege, Fatuma N.
    Braille remains the main medium of reading and writing among persons with blindness the world over. This study aimed at establishing factors that have continued to affect Braille competency among young beginners in Kenya. The study was carried out at Thika school and St. Lucy School, both of which are among the largest schools for learners with visual impairment in Kenya. The study adopted a descriptive survey design which involved asking questions to a sample of participants representative of the population. The study revealed that-a significant number of teachers teaching Braille had not undergone any training in Braille. Resources and facilities used in teaching Braille were not adequate.
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    Poor , disabled and unemployed: linking education to labour market outcomes for persons with physical disabilities in Nyeri, Kenya
    (Nairobi Academic Press, 2013-07) Kagume, Felishina Mumbi; Mugo, John Kabutha; Chege, Fatuma N.
    A widely-held belief is that education affects people's economic status by facilitating access to the labour market and raising their earnings. This paper explores the linkage between education and its labour market outcomes for young persons with physical disabilities in the context of poverty. Specifically,the paper analyses the strength of education as an enabler of access to job markets, and how this varies at different exit points in the education system. Data were collected from Nyeri District in Kenya, from a total of 30 participants in 2 different sites (urban and rural). The study utilized the qualitative interview, while the data were analysed using Atlas.ti. The analysis establishes that education levels notwithstanding, young persons with physical disabilities are evidently closed out of the skilled and formal labour markets. It concludes that disability and poverty interact to create a string of inhibitions to job markets, and that any high level of schooling needs to be coupled with strategies that break this cycle.
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    Success among blind students in Kenya: the case of Kenyatta University
    (Nairobi Academic Press, 2014-07) Oranga, Josephne; Chege, Fatuma N.; Mugo, John Kabutha
    Notably research effort on education of persons with visual impairments has been expended On primary and secondary schooling. However, the research from which this paper is developed ventured into a relatively less researched area, namely the university education sector as part of a larger study that sought to interrogate outcomes of education for persons with disability. The analysis maintains a positive focus t9'interrogate the resilient social factors salient in the success stories of the insignificant population of learners with blindness that make it to the University in Kenya. A biographical approach was utilized to document accounts of five female and five male Kenyatta University students at both undergraduate and graduate levels. Data were analyzed with help of Atlas ti. The study establishes that forging of social relationships, self advocacy, pursuing a level of independence; social agency and assertiveness reflect the key social strategies of success for blind students who have successfully transitioned to university. It is subsequently recommended that parents and teachers should pursue strong sibling and peer support for learners with blindness •to help increase their confidence, influence higher aspirations and increase chances for transition to higher education.