Browsing by Author "Keitany, Julia Jelagat"

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    Access to information communication technology and its influence on education for learners with visual impairment in selected special primary schools, Kenya
    (Kenyatta University, 2024-09) Keitany, Julia Jelagat
    Information Communication and Technology has become the most suitable tool for learners with special needs for it meets their different learning demands. Access to this tool by these learners is hence vital. Learners with visual challenges require this technological tool for their education and personal support. This study therefore investigated access and use of ICT by learners in primary schools for visually challenge. The study was guided by the following objectives: To identify ICT resources available in the special primary schools for visually challenged in Kenya; to determine the level and nature of use of ICTs in teaching and learning in the special primary schools; to find out the learner- related factors that influence the access to and use of ICT in teaching and learning in the special primary schools; to establish the teacher- related factors that influence access to and use of ICT in the special schools; to explore the challenges encountered by the special schools in accessing and using ICTs for teaching and learning; to suggest a model for provision of learning support to learners with visual challenges in the special primary schools. The study was guided by Bruner’s Constructivist theory and was also supported by the Social Model of Disability and the philosophy of Universal Design for Learning. The study adopted descriptive survey design and used both qualitative and quantitative methods of data collection. It targeted the seven special primary schools for the visually challenged in the country. Purposive sampling method was used to select the schools, head teachers, teachers and ministry of education officials. Stratified random sampling method was used to sample the learners. The sample size consisted of 3 MoE officials, 3 headteachers, 3 computer teachers, 18 class teachers and 168 learners with visual challenges. The students were selected randomly. Data collection instruments included questionnaires for the teachers and for the learners, classroom observation schedule, interview schedules for head teachers and officials from the ministry of Education. Inventory document analysis was used to collect the data. Validity and reliability of the instruments was tested through piloting in one school which was not included in the main study. The questionnaires were tested and accepted at r=0.785. Data was analysed through descriptive statistics that included frequencies, percentages, means, ratios and inferential statistics. The Statistical Package for Social Sciences (SPSS) was used to analyse the data. The study found out that the learners did not effectively access ICT in their learning. Use of ICT in teaching and learning was not effective. Both the teachers and the learner’s ICT skills were low and the schools were not well equipped with quality ICT resources. The study concluded that there is minimal use of ICT in teaching and learning in the schools. The study recommended that schools be equipped with modern technologies and more rigorous training of teachers on the use of ICTs in teaching learners with visual challenges be emphasized
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    Factors influencing the attitude of students, teachers and other educators towards inclusive education: a case of Nairobi Integrated educational programme, Kenya
    (2012-11-07) Keitany, Julia Jelagat; Michael Njenga Njoroge; Ondigi, S. R.
    The purpose of the study was to explore the attitudes of learners, teachers and other educators in integrated programmes in Kenya. The objectives of the study were: to identify social and cultural factors that influence attitudes of learners towards inclusion; establish the teachers' attitudes towards inclusive education: examine school administration views on students' attitudes towards inclusion; examine the role played by Ministry of Education in addressing the issue of attitudes among learners with VI and those without towards inclusive education. The significance of the study is that the findings can be used to enhance special education services in a developing country like Kenya. The study assumes that although inclusive education has been recommended for implementation in Kenyan schools, attitudes are threatening to add another impediment to the development and success. The literature was studied under the following headings; socio - cultural factors influencing inclusive education; students attitudes towards inclusion: teachers' attitudes towards inclusion; a global view, Ministry of Education reports on inclusive education and integrated educational programme in Kenya. The research design which was used in this study was descriptive survey. The study was carried out in two integrated primary schools in Nairobi. These schools were Kilimani and Our lady of Mercy Primary Schools. The target population was 886 comprising Ministry of Education officials, (MoE), head teachers, class teachers and learners. The sampling procedure employed in the study was purposive sampling for all the participants. The sample size consisted of two MoE, two headteachers, seven class teachers, 12 learners with V I and 40 sighted learners. Two instruments were used in the study. These were questionnaires and interview guide. For reliability purpose, the researcher used split half techniques of assessing reliability. The two instruments were similarly treated and a correlation co- efficient of about 0.65 was achieved. Content validity of research instrument was ensured through construction of questions which are representative of all the possible questions. Data collected were analysed using descriptive and inferential statistics. The open-ended items in the questionnaire were extracted and then coded. The findings indicated that headteachers and MoE officials view inclusive education as a good idea. However, most parents are not concerned with integration and are marginally involved. Majority of the teachers were of the view that the training they got did not prepare them adequately to meet the educational needs of learners with VI. It also featured that most of the teachers are not patient with learners with VI in class. There is also lack of enough writing and learning materials for learners with VI. The study recommended that sensitization should be done in schools and community to eliminate negative attitudes towards inclusion, more teachers to be trained in SNE and schools and community to be made barrier free. The study suggested the following areas for further studies; bullying and students with disabilities, attitudes of parents and teachers towards schooling of students with disabilities to be researched further.