Browsing by Author "Ogogo, Joyce Achieng"

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    Mechanisms Through which Lordotic Posture Affects Learners with Cerebral Palsy’s Speech Production Ability in Nairobi City County, Kenya
    (Journal of Popular Education in Africa, 2025-03) Ochieng, Hillary Otieno; Ogogo, Joyce Achieng
    The purpose of the study was to investigate mechanisms through which Lordotic Posture affects learners with cerebral palsy’s speech production ability in Nairobi City County, Kenya. The research focused on how different postures influence muscle coordination, stiffness, and breathing, which in turn affect speech production, particularly in the mouth, neck, and facial muscles. The research was guided by the myoelectric-aerodynamic theory of voice production, identifying posture as the independent variable and speech production as the dependent variable. A cross-sectional research design was employed, incorporating a review of relevant literature on posture and speech production in children with Cerebral Palsy (CP). The research involved 296 children aged 2 to 10 years diagnosed with (CP) and four paramedics, totaling 300 participants. A combination of systematic and random sampling techniques was utilized to choose the study population. To ensure the accuracy and consistency of the findings, the study measured validity and reliability using Cronbach's alpha and Kappa coefficients. Data were analyzed using SPSS software and presented in tables, charts, and frequency distributions. Participation in the study was voluntary, and all participants were assured of confidentiality and anonymity. The findings indicated that specific postural conditions significantly impact speech production. The study identified that improper posture influences phonation by altering breathing patterns and vocal structure positioning. On the basis of these findings, some recommendations were provided.
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    Peer-Mediated Support Strategies for Enhancing Social Interaction Skills of Children with Autism Spectrum Disorders in Public Primary Schools, Migori County, Kenya
    (Kenyatta University, 2019-05) Ogogo, Joyce Achieng
    A fundamental feature of social life is social interaction, or the ways in which people act with other people and react to how other people are acting, which is a deficit in learners with Autism Spectrum Disorders in Public Primary Schools in Kenya. It sought to establish peer-mediated strategies enhancing social interactions of children with Autism in Migori County, Kenya. The objectives were: peer-mediated strategies currently used by teachers, the extent to which play activities enhance social interactions of children with ASD, the influence of peer buddy approach on social interactions of children with ASD, the effect of peer networks on social interactions of children with ASD , and investigation of peer implemented pivotal response training on enhancement of social interactions in children with ASD. Observational Learning Theory was adopted and a descriptive survey design in this study. The sample size constituted 30% of target population: 10 schools, 10 head teachers and 37 assistant teachers. Thirty-four children with Autism and 64 typically developing peers also participated in this study. Five Educational Assessment and Resource Centre coordinators from each Sub-County education office in Migori County and 5 parents of children with Autism also participated in the study. The sampling techniques used in this study were stratified random sampling and purposive sampling. Mixed method approach was used to gather data. The research instruments used were questionnaires, interview schedule, Focus Group Discussion, and observation checklists. Piloting of the study was done at Senye Primary school in Nyatike Sub-County and analysis of instruements revealed a reliability of 0.80. Validity of the instruments was judged by the experts.The data collected was analyzed using both descriptive and inferential statistics. The main techniques used to analyze the data were Predictive Analysis Software (PASW) formerly Statistical Package for the Social Sciences (SPSS) software version 22 and Chi-Square. The major findings of this study were that peer-mediated strategies such as play activities, peer buddy approach, peer networks, and peer-implemented pivotal response training, enhanced social interactions of children with Autism Spectrum Disorders. This study recommended that: Ministry of Education should develop programmes to ensure retention of children with Autism in public primary schools and initiate a competence-based curriculum that allows children with Autism to learn at their own pace and interest; parents of children with Autism should be trained on peer-mediated strategies to use with their children to enhance social interactions at home; the findings of this study should inform active formulation of policies and legislation relevant to the plight of children with Autism; Teacher Training Institutions and Universities should incorporate in their curriculum peer- mediated strategies enhancing social interactions in children with Autism to promote inclusion. Further research should be carried out in all counties in Kenya on peer-mediated strategies enhancing social interactions in children with Autism. In addition, further research should consider other areas of functioning in children with Autism. A similar study should be conducted in special schools serving children with Autism in Kenya.