Browsing by Author "Nzoka, Stephen"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Communication Board (CB) Influencing Expressive Language of learners with Autism Spectrum Disorder in Migori County, Kenya
    (Journal of African Interdisciplinary Studies (JAIS), 2024-04) Orero, Mary Anyango; Nzoka, Stephen; Ogogo, Joyce
    Autism Spectrum Disorders (ASD) is a diagnostic classification within the 4th edition of Diagnostic and Statistics for Mental Disorders, (DSMIV-TR). This study aimed to analyze how Picture Exchange Communication System (PECS) influenced Expressive Language Skills (ELS) for learners with ASD. PECS are used to teach functional communication to learners with ASD instead of using words and speech. PECS were developed by Lori Frost a speech-language pathologists together with Dr. Andrew Bondy in 1984. It was first used in learners with Autism program in Delaware with an aim of teaching learners with ASD simple way of initiating functional communication. Four objectives guided the study namely: a) Evaluating how Communication Board strategy influenced ELS for learners with ASD. b) Establishing how Visual Support strategy influenced ELS for learners with ASD. c) Analyzing how Picture Icon strategy influenced ELS for learners with ASD. d) Assessing the extent Routine Cards influenced Expressive Language Skills (ELS) for learners with (ASD) in regular primary schools in Migori County. Researcher adopted Social Influence theory Mill (1790) in the study. Study local was regular primary schools educating learners with ASD in Migori County. Descriptive survey design was employed for this study. Target population of 395, comprising 120 teachers, 40 headteachers, 107 parents, 8 EARCs officers, 120 learners with ASD experiencing challenge in expressive language deficit. Purposive and simple Random sampling techniques were used to select 12 schools as a sample unit, 12 headteachers, 36 teachers, 36 learners with ASD, 32 parents/guardians,08 EARCs officers each from each sub-county, as it allows handpicking of responded based on specified criteria. Piloting was done in one of the regular primary school teaching learners with ASD within Rongo sub-County to determine the validity and reliability which yielded a coefficient of 0.750 that was used to assess the reliability. Data collection tools used were observational schedules and checklists for learners, Questionnaires for teachers and head teachers, interviews for parents. Themes and narrative were used to analyze qualitative data while quantitative data was analyzed using descriptive statistics and inferential statistics. The main findings of the study was that picture exchange communication system that is used is communication boards, visual supports and pictorial icons and except the use of routine cards influenced expressive language of learners with ASD in regular primary schools in Migori County, Kenya. Recommendations of the study included: Children are supposed to be introduced to the Communication Board by their parents so as to enhance their improvements on Expressive Language Skill (ELS). Teachers should enhance the usage of visual Support in the classroom as it has enabled learners with ASD to process language and understand new words. The use of Picture Icon in the classroom should be effectively executed as it enables learners with ASD to process language, it also enables learners with ASD to understand new words and learn specific activities
  • Thumbnail Image
    Item
    Monitoring Strategies Teachers of English Use with Visually Impaired Learners in Integrated Schools in Nairobi City County, Kenya
    (Kenyatta University, 2024-06) Asiko, Rodgers Fanuel Owino; Nzoka, Stephen; Wambiri, Gladwell
    This study explored monitoring strategies teachers of English use with learners with visual impairment (LWVI) in integrated secondary schools in Nairobi City County, Kenya. English contains concepts that build on each other, underscoring the need to understand initial ideas as a foundation for comprehending subsequent concepts. Thus, the study was based on Lev Vygotsky’s Cognitive Development Theory (1934). The study objective was to identify monitoring strategies. Learners' performance in English was the dependent variable, while progress monitoring was the independent variable. The researcher sampled sixty-four participants in two schools including deputy principals, teachers of English and Heads of Department (HoD), LWVI, and regular learners. Simple random sampling was used to select participants from among learners, while purposive sampling was used to select teachers. As a qualitative research, data was collected through interviews, observation, and focus groups. The researcher used thematic analysis by coding the data into subsets to capture the major themes. The results revealed that verbal communication and use of sighted deskmates were predominantly used to monitor progress due to the teachers’ incompetence in braille. The following recommendations were drawn from these inferences: The Teachers Service Commission (TSC) should employ SNE-trained teachers in integrated schools, and the Kenya Institute of Curriculum Development (KICD) should provide braille learning materials.