Browsing by Author "Ruteere, Rosallin Kananu"

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    Effectiveness of Teaching Methods for Daily-living Skills to Learners with Mental Retardation in Special Units in Primary Schools, Kasarani Sub-county, Kenya
    (2014-02-26) Ruteere, Rosallin Kananu; Runo, M. N.; Mwoma, Teresa
    The aim of this study was to establish the effectiveness of teaching methods for acquisition of daily living skills by learners with mental retardation. The study adopted a descriptive survey design. Dependent variable for this study was acquisition of daily-living skills while independent variables were methods of teaching, how teachers applied the methods; challenges encountered and teaching/learning materials used by teachers. The study used purposive sampling to select the district, special units, learners and teachers. The target population in this study was eighty four respondents. The sample for the study was the same as the target population, as this number was manageable within the time available. The study used semi-structured questionnaires for teachers and head-teachers, and observation checklists for learners to obtain the data. Spearman order correlation coefficient was used. The reliability level was 0.6 for questionnaires and 0.5 for observation checklist. The study was carried out in special units for learners with mental retardation in public primary schools in Kasarani sub-county, Kenya. The data was analyzed using qualitative and quantitative methods. It was then presented in narrative passages and tables using frequencies and percentages. The findings of the study showed that learners with MR were not taught DLS effectively because teachers did not use appropriate teaching methods, strategies, or correct teaching/learning materials. Seventy-eight percent (78%) of teachers in the units for learners with MR were not trained to teach such learners. Only 22% of the teachers were trained in the area of MR. The findings show that forty-eight (80%) of learners did not get sufficient DLS as the methods and teaching/learning materials used were neither appropriate nor relevant. Consequently, the study concluded that learners were not taught DLS appropriately for acquisition of independent living. The study recommends that government should develop cost-effective training for teachers in the area of mental retardation to curb the problem of understaffing and ineffective teaching. It also recommends that schools with special units need to be headed by teachers who are specialists in the area of mental retardation because they can understand the needs, abilities and interests of learners with MR and provide appropriate learning environment, and also offer necessary support to the teachers in the units.
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    Headteachers’ Instructional Supervision and Teaching of Adaptive Skills for Learners with Intellectual Disabilities in Special Primary Schools, Meru County
    (Kenyatta University, 2025-10) Ruteere, Rosallin Kananu
    Effective teaching as well as adaptive skills development for students with intellectual disabilities (ID) is fundamental to empower their educational and socioeconomic development. Despite recognition among educators of the need to empower ID learners with adaptive skills, educational opportunities designed for the acquisition of these skills are limited in the Kenyan educational sector. The persistence of such challenges in the educational sector for ID learners has significant long-term impacts, exacerbating the significant disadvantage faced by individuals with disabilities in society. This study therefore sought to assess the ways in which instructional supervision of head teachers influence how learners with ID are taught adaptive skills in special primary schools and units in Meru County, Kenya. It took a qualitative approach, purposively sampling 20 participants, including 15 teachers and five (5) head teachers drawn from special primary schools and units in Igembe South Sub-County, in Meru County. The data collection process integrated the interview schedules for head teachers and questionnaire for teachers. The pilot study was done within Kathelwa Special Unit that is located within Central Igembe Sub-county. The qualitative data was analyzed thematically, identifying six themes from the data collected. The main themes that emerged were; the importance of teaching adaptive skills to ID learners; strategies used in teaching such skills; head teachers’ professional qualification influences how ID learners are taught adaptive skills; strategies used to supervise teaching of adaptive skills; head teachers’ supervisory experiences and their influence on the teaching of adaptive skills; and perception of teachers towards instructional supervision by the head teachers. The study findings show inadequate professional qualifications in SNE among the head teachers, with this impeding instructional supervision for effective adaptive skills teaching for learners with ID. Another finding was that the head teachers who lacked SNE training failed to use effective supervision strategies in their schools. It was also found that headteachers who lacked experience reported inconsistent supervision, minimal guidance and poor adaptive teaching skills. The teachers reported that headteachers who lacked training in ID displayed little interest in SNE class and concentrated more on the mainstream performance neglecting the learners with ID. Additionally, teachers across the five schools recognized the importance of having SNE/ID trained head teachers as important for instructional supervision to ensure effectiveness of how ID learners are taught adaptive skills. The study concludes that the instructional supervision by head teachers is not effective, negatively influencing the teaching of such skills. Therefore, it recommended that the Ministry of Education should implement policy guidelines on the professional qualification of head teachers by ensuring in-service training and support programs for school heads to ensure effective instructional supervision in specific areas exem-plified by adaptive skills for learners with ID.