Browsing by Author "Nzoka, Stephen"

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    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
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    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.
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    Teachers’ Perceptions of Competence in Conducting Functional Vision Assessment in Selected Public Primary Schools for Learners with Visual Impairments in Kenya
    (Journal of Popular Education in Africa, 2025-12) Tataka, William; Nzoka, Stephen; Murugami, Margaret W.
    The purpose of this article was to investigate Teachers’ Perceptions of Competence in Conducting Functional Vision Assessment in Selected Public Primary Schools for Learners with Visual Impairments in Kenya. The contention of the article is that functional vision assessment (FVA) provides the basis when determining the visual capabilities for LVIs, which helps teachers develop effective teaching methods. However, teachers’ perceived incompetence is the integral justification why its utilization continues to be limited. A descriptive survey design was used in the investigation. A purposive sample of thirty-three participants that comprised thirty teachers and 3 headteachers from public primary schools for LVIs was selected. Headteacher interviews, classroom observation checklists, and teacher questionnaires were utilized to collect data, with particular focus on the utilization of FVA tools, instructional adaptations and environmental modifications. A review by experts was performed to ensure instruments validity while internal consistency methods aided in determining questionnaire’s reliability. The results demonstrated that majority of teachers were not certain about their ability to effectively utilize FVA procedures. As a result, instructional preparation rarely incorporated FVA. The study additionally showed that FVA’s limited and irregular application throughout schools was the consequence of the lack of national policy guidelines. These results undercut the potential advantages of FVA in working alongside learners who have visual impairments by demonstrating significant discrepancies in preparation for teachers. The lack of policy guidance and inadequate instruction lead to a reactive approach to instructional preparation and visual assessment rather than an approach that is proactive. This effectiveness of instruction for LVIs is decreased when teachers are obligated to resort to improvised or unconventional techniques in the lack of clear guidelines and institutional support. The study recommends that the Ministry of Education develop and implement clear policy guidelines for FVA implementation. Additionally, to increase teacher capacity, specific training programmes and the availability of suitable FVA instruments are also critically required. In order to ensure inclusive and unparalleled learning to LVIs, teachers’ competence in FVA need to be enhanced. Keywords: K