Browsing by Author "Awori, Beatrice Bunyasi"

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    Extra cost of special learning needs incurred by students with apparent disabilities enrolled in public universities: a case of Kenyatta University, Kenya
    (2016-09) Chepkorir, Judith; Awori, Beatrice Bunyasi
    While effort has been put in place to promote inclusion of students with disabilities in higher institutions worldwide, their access, retention and academic achievement is still a major issue of concern. This study examined the cost of participation in public universities incurred by students with selected disabilities (visual, hearing and physical disabilities) which would assist in developing an adequate funding model for these learners. The findings reveal that students with visual impairments incur high extra cost of inclusion in public university as compared to students with hearing and physical disabilities. The study revealed that, students with visual impairments enrolled in school-based programmes notably spend an average of Ksh. 54,500 for assistive devices and support services per academic year as compared to Ksh. 17,000 and Ksh.18, 000 for students with HI and PH respectively. On the other hand students with visual impairments enrolled in regular education programmes spent an average extra cost of Ksh. 56,830 per year on the assistive devices and support services required for their inclusion in public university as compared to Ksh. 47, 330 and Ksh. 54, 850 per year for students with physical handicap and students with hearing impairments respectively. Key Words: Cost, participation, students with disabilities, public universities
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    Factors Influencing the Use of Assistive Technology in Teaching Mathematics to Learners with Visual Impairments in Special Primary Schools in Kenya
    (SAVAP International, 2018) Chege, Mary Wairimu; Chomba, Joel; Awori, Beatrice Bunyasi
    Learners with visual impairments (VI) in Kenyan primary schools usually perform poorly in Mathematics as compared with the other examinable subjects. With this regard, this study sought to identify factors that influence the use of Assistive Technology (AT) in teaching Mathematics to learners with VI in special primary schools for the Blind in Kenya. The study adopted a descriptive research design targeting 76 learners with VI in classes seven and eight, and 10 teachers of Mathematics from 5 special primary schools. Purposive sampling was used to select 10 teachers, while simple random sampling was used to select 20 learners with VI. Interview guides and observation checklist were used for data collection. The study established that the major factors influencing use of AT devices included: inadequate time for syllabus coverage, high cost of AT devices, inadequate teacher training in the use of AT devices, rigid curriculum and negative attitudes of learners. The study recommends that: the government should allocate more funds for AT devices and conduct regular classroom supervision to ensure efficient use of AT devices.
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    Family Dynamism on Educational Performance of Learners with Hearing Impairments in Selected Primary Schools of Busia County, Kenya
    (Journal of Popular Education in Africa, 2024) Auma, Pascalia Angela; Awori, Beatrice Bunyasi; Wamocho, Fransiscah Irangi
    This paper is aimed at discussing family dynamism strategies in promotion of educational performance of learners with HI in the selected schools in Busia County. The study used Bowen Family Frameworks Theory (1978). The survey used a descriptive survey research design in which data were gathered through interviews and structured questionnaires. The schools of study and teachers were chosen using the purposeful sampling technique. Parents of students with HI from particular Busia County schools were chosen at random. Key informants included three teachers from each of the four chosen schools as well as four administrators, one from each of the schools. The research included 60 participants in total as the target population of the study. The Statistical Package for Social Sciences (SPSS) version 23 of the statistical software package was used to analyze the data. Data was presented through frequencies and percentages. The study found that auditory oral strategy creates comprehension and mastery of spoken words, intonation and language rules via hearing with minimal degrees of visual support for language. It was also revealed that teachers spent time and were committed to helping the child and family in the identification of the child’s strength and needs, the outcomes expected, and the support needed for the child and family. The study recommended that family dynamism should be encouraged and parents to form IFSP to support one another to promote educational performance. Adequate funds should be availed for assessment to enable provision of equipment and trained professionals for early interventions.
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    Influence of Socialization on Academic Performance of Learners with Hearing Impairment at Inclusive Primary Schools in Kenya: A Case in Thawabu Primary of Nairobi City County
    (International Peer Reviewed Journal and Book Publishing, 2020) Owuor, Everlyne Achieng; Awori, Beatrice Bunyasi; Otieno, Syprine A.
    Purpose:This research aimed at determining theinfluence of socialization on performance of learners with hearing impairmentatThawabu Inclusive Public PrimarySchoolinNairobi, Kenya. The objectives wereto; establish modes of communication that promote socialization in an inclusive environment; establish strategies for boosting socialization to enhance academic performance;and establish challenges facing teachers in enhancing socialization to improve academic performance oflearners with hearing impairment. Methodology:The research design was a case study design. Structured questionnaires and interviews were used to collect data. Purposive sampling was employed to select the school and learners with hearing impairment while hearing learners were randomly selected. Findings:The study found that: modes of communication among learners with hearing impairment, hearing learners and teachers create social and educational change for improvement of academic standards in the school and narrows the gap between those with hearing impairment and their hearing counterparts. Strategies like family support program (assisting children and families in language learning), family-infant-toddler program, and competent and consistent administration system promote learning. Socialization influences incidental learning of learners with hearing impairment to put them at par with their hearing peers on matters related to both academic performance and social advancement. Socialization makes learnerswith hearing impairment comfortable, self-esteemed, and self-actualized, hence improving educational performance. Unique contribution to theory, practice and policy:The study may help to promote attitudinal, psychological and educational change in all stakeholders for inclusive education to be a success and meaningful to learners with hearing impairment. The study recommends that the government should add specially qualified teachers of learners with hearing impairment in Thawabu among other inclusive public schools in Kenyato help promote socialization and to increase inclusivity of leaners with hearing impairment.
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    Reading strategies adopted by learners with hearing impairments in reading for comprehension in special primary schools in Kisumu county, Kenya
    (Kenyatta University, 2014) Odhiambo, Barack Agunda; Awori, Beatrice Bunyasi; King’endo, Madrine
    The aim of the study is to carry out an investigation on strategies adopted by learners with hearing impairments in coping with reading for comprehension in primary schools. The study will be carried due to low performance by learners with hearing impairments in most of academic tasks and in National Examinations in Kenya. The study will be guided by Knowle's theory of learning which stresses the need to motivate a learner in order for him or her to be purposeful and proactive in learning The researcher will use descriptive survey design to carry out the study. The study will be conducted in two schools for learners with hearing impairments in Kisumu County. The target population of the study will be the learners in class two, five and seven. The teachers will be those who teach English and Kenyan sign language in the selected classes. In carrying out the study, the researcher will use purposive and convenient sampling techniques. The research will make use of questionnaires and observation checklists as tools for collecting data for the study. The data collected will be analyzed using descriptive and inferential statistics. The expected outcome of this study will be used to point out the deficits learners with hearing impairments experience in reading for comprehension and suggestions to possible remedies to the problem to enable learners with hearing impairment function in a near normal level in reading for comprehension.
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    The Relationship Between Self-Esteem and Academic Achievement of Girls with Hearing Impairments in Secondary Schools for the Deaf in Kenya
    (American Academy of Special Education Professionals, 2010) Awori, Beatrice Bunyasi; Mugo, John K.; Orodho, John A.; Karugu, G. K.
    Several factors had been cited as contributing to the perpetually dismal academic achievement of girls with hearing impairment in Kenya. Personal esteem factors had not been adequately explored. The study used Carl Roger’s client-centered theory and an Expost facto design. Rosenberg self-esteem scale was used to measure self-esteem dimensions. School academic scores were used to measure academic achievement. A sample of fifty-three girls was drawn. Data were collected through questionnaires and interviews. The results: girls with hearing impairment possessed positive/high self-esteem but academic achievement was low. It was concluded that girls with hearing impairment placed more value on relational aspects (grooming), music and dance. They lagged behind due to lack of specialized technological devices. The study recommended: teachers to make deliberate use of positive reinforcement; principals to initiate active collaborations with interested partners; the government to make the curriculum more flexible and curriculum developers to reconsider curricula adaptation. Kenya National Examination Council to focus on practical assessment and/or use of sign language interpreters. The government to increase disability fund and provide opportunities for capacity building for assistive-devices-technicians. Further research in the area of teachers’ proficiency in Kenya Sign Language to be conducted.
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    Strategies Used in Teaching Written English Language to Learners with Hearing Impairment: A Case of Njia Special School in Meru County, Kenya.
    (Contemporary Research Center, 2017-12) Patrick, Chabari; Awori, Beatrice Bunyasi
    In schools, learners with Hearing Impairment (HI) are often exposed to American Sign Language (ASL), while also developing literacy skills in English. ASL does not have a written form, but is a fully accessible language to the learners with HI through which is possible to mediate understanding, draw on prior experiences, and engage critical thinking and reasoning. The results of Kenya Certificate Primary Education conducted by Kenya National Examination Council in Kenya since the year 2010 showed that learners with hearing impairment at Njia Special School performed poorly in English Language. The purpose of this study was to establish strategies used in teaching written English to learners with at Njia Special School. A descriptive survey design was used in this study. A sample of 5 English language teachers, 8 learners with HI and one head teacher were involved in this study. Data was collected using questionnaires, observation schedules and interview schedules. The data was analyzed majorly using excel, a computer program that makes number manipulation easy. Qualitative data was presented in narrative form. It was established that teachers did not have good knowledge of strategies and projects that could be used to improve writing among learners with hearing impairment. Instead they used teaching of ne words and using them in sentences, copying sentences and continuous writing that was not done frequently. This could not bring learners up to the desired level of writing. The study recommends that; teachers for learners with hearing impairment should be frequently inducted on strategies for teaching writing, teachers for learners with hearing impairment should be fully exposed to ways of identifying learners with writing difficulties, the school administration should ensure that learners with hearing impairment are given adequate writing practices, learners should be exposed to Kenyan Sign Language structures early enough and English language teachers should constantly evaluate the effectiveness of their remedial programs.
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    Teachers’ Use of Communication Techniques for Achievement of Daily Living Activities by Learners with Deafblindness in Primary Schools, Uganda
    (Contemporary Research Center, 2016-09) Omugur, Julius Patrick; Awori, Beatrice Bunyasi
    Historians and educationists globally have described deafblindness by examining its roots in the fields of blindness, deafness and multiple disabilities (Hart, 2006). Scholars describe deafblindness as a unique field because it tries to meet the complex communication and programming needs of individuals with very diverse conditions. The purpose of the study was to establish the teachers’ use of communication techniques that enable learners with deafblindness achieve life skills during Activities of Daily Living (ADL) in primary schools in Uganda. The study focused on two government-aided primary schools from Eastern and Mid-western regions of Uganda. This paper presents findings obtained through a descriptive survey research design with a sample size of 32 participants. Purposive sampling approach was used to identify study sites and participants. The results were analyzed descriptively using a triangulation approach according to categories and emerging sub-themes. The study concluded that teachers of learners with deafblindness were not doing well in the area of communication development to effectively support learners to achieve life skills during ADLs. Teachers should be trained in communication techniques to cater for indoor and outdoor ADLs, they should also be encouraged to carry out exploratory visits to schools of similar settings to share their experiences. Government should allocate funding and procure adequate and adapted teaching and learning materials. Uganda National Curriculum Development Centre should be flexible in curricula adaptations and reviews. Through this approach, accommodation of learners with multisensory impairments can be achieved. The study suggests that educational training institutions should develop tailor-made programs to equip teachers with necessary skills to support learners with deafblindness. Stake holders working with multisensory teams alongside schools should be trained further. Assessment of learners with deafblindness in the area of communication should be offered timely in order to provide early intervention measures.