MST-Department of Special Needs Education

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Special education in Kenya: a case study of St. Catherine’s special school for the mentally handicapped, \ Butula in Marachi Location, Busia District
(Kenyatta University, 1986-10) Lokello, Gerald Akatsa
Instructional problems constraining the teaching of physical education in Kenyan special primary schools for the physically handicapped
(1990-11) Gathua, Simon Muhoro
The purpose of this study was to investigate the instructional problems constraining the teaching of Physical Education in Kenyan Special Primary Schools for the physically handicapped. The study covered all the seven such primary schools in the country and was conducted 1n two stages namely; a pilot stage in which one school was used and the main study which covered the other six schools. The subjects were drawn from all the physical education teachers and administrators from the six targeted schools. A total of 42 teachers, (16 male and 26 female) ~n addition to the 6 administrators participated. The administrators comprised 5 headteachers and one deputy; three of whom were male and three females. Data was collected from a variety of sources using questionnaires, interviews and observation schedules. All the teachers in the sample responded to questionnaires. In addition all the administrators were interviewed and 32 live lessons were observed. The data collected were analyzed using a Casio fx-350 scientific hand calculator and developed into frequencies and percentages for interpretation. Ranks and means were used whenever they made the analysis of results clearer. The results of the study established that there was lack of a physical education syllabus, facilities -xiiand equipment suitable for use by the physically handicapped. It was observed that special primary schools for the physically handicapped lacked suitable physical education textbooks. The above limitations were identified as the major problems constraining the teaching of physical education in special schools for the physically handicapped. Other factors limiting the teaching of physical education to the physically handicapped included the lack of sufficient numbers of specially trained teachers. This problem bears a direct relation to the degree of fear for legal liabilities. In addition, this problem was aggravated by a widespread lack of teacher aides. It was also observed that the time allocated for the teaching of physical education was inadequate. Among the recommendations advanced for the' purposes of educational policy and practice included the production of a relevant physical education syllabus and the stepping up of the training of teachers for the physically handicapped. There is need to inservice non-specialist physical education teachers of the physically handicapped and to provide suitable textbooks. Further recommendations were made for researchers to conduct similar studies at the secondary school level.
The contribution of primary schooling in the promotion of social abilities: self-esteem and self-reliance, among hearing-impaired pupils in Kenya: a case study of Kuja school for the deaf
(1992) Ogolla, Nicanor Achola
From the researc~ papers, the educational policy documents and commission reports of the Kenya Government available. there is little evidence showing that the social role of special primary schooling has been sociologically examined. The main focus of this ;study was by examining I the case of Kuja School for the Deaf, to assess the contribution of > I primary school for the deaf Ln the promotion of the social ab Ll.Lt Les , : self-esteem and self-reliance ~mong the hearing-impaired pupils. The study involved interview and observation sessions of all the teachers" housemothers and pupils of Kuja School for the Deaf and some parents of the pupils. Pertinent data for the study was collected through observation of social interaction in the school both in and outside class, and through analysis of relevant school documents. The case study was considered appropriate in the study because it would allow the researcher to explore the structural and dynamic components of the school; the role structu.re, the school social interactions, the reward system and the school climate in general. Results from the study show that in general, teachers of Kuja S~hool for the Deaf were found not only aware of the structural and dynamic components of these social abilities. but also quite knowledgeable about opportunities that would help in the ~omotion of the abilities to the hearing-impaired pupils. Secondly, the housemothers in the school were found to be quite aware of the s?ecial educational objectives (iv) for -thi.sgroup of pupils and the opportunities which would help in the promotion of the social abilities, but albeit only upon a hint about the meanings of the two concepts by the researcher. Thirdly, the pupils attitude and behaviour in the school did reflect only to some extent in some aspects their understanding and acquisition of the social abilities. Although teachers and housemothers had not mastered the right techniques of promoting the social abilities, they however, had taken seriously some aspects of the abilities. More so, they (teachers and housemothers) showed respect and understanding to the hearing-impaired pupils. They seemed to believe that praising or offering verbal and material rewards, teaching pupils all academic subjects and involving the pupils in all practical necessary work among fellow pupils helped in enhancing the pupils self-esteem and self-reliance abilities. But in areas of literacy, language competence, career and prevocational skills acquisition, indications for proficiency were adversely lacking. T.eachers themselves admitted that the hearing-impaired pupils in the school had not generally understood and acquired adequate practical proficiency in self-reliance in the latter three areas. Fourthly, the parents, although found to have a clear vision of the objectives and purposes of the special school and had full confidence in the , schools social abilities promotion endeavours we re,however, dLscove red to have not given enough sup po rt to teachers or housemothers in the ,; role of shaping attitudes and behaviour according to national expectation. (v) In the final analysis, it appeared to the researcher that teachers and housemothers and the school in general had succeeded in promoting to a desirable level of the pupils self-esteem abilities, but not in shaping fully the pupils self-reliance abilities in all areas in accordance with the national expectations. Apparently, more time is spent on academic training or drilling for the purpose of passing national examinations which is the basic tool for selection and placement in the institutions of h~gher learning
Factors Hindering Integration of Students with Special Needs in Primary and Secondary Schools of Borabu Division: Nyamira District, Kenya
(Kenyatta University, 2007) Omurwa, Johnson Buddy
Factors hindering effective management of learning among displaced children in conflict zones: a case of Kakuma refugee camp
(Kenyatta University, 2007) Rop, Naftali Kiplorir
This study aimed specifically at establishing factors that influenced the management of learning among displaced children in conflict zones. The research focused on Kakuma Refugee Camp in Turkana District a programme provided by Lutheran World Federation (LWF) and assisted by United Nations High Commission for Refugees (UNHCR). The population comprised of seven schools, two thousand five hundred pupils, one hundred teachers, four education officers, three programme managers, three security officers and one area chief. The sample comprised of forty-three pupils from classes three and six respectively because the two classes had pupils representing all the seven nationalities where the refugees previously lived. The school which had pupils representing all the seven countries was used, three education officers, two security officers, one area chief and two programme managers. Multi-stage sampling was used in selecting the pupils who participated in the study. Purposive sampling was used in selecting the school that was represented in the sample and the lottery method was used in selecting the teachers. Research design was a descriptive survey study in nature. The pilot study was carried out during the second school term of 2005-calender year. Data were collected using four questionnaires, pupil appraisal tests and observation. The researcher personally collected data from the field. Data collected from each instrument were analyzed individually. The data collected were then entered into the computer using the SPSSX programme and analyzed using basic descriptive statistics.
Relevance of vocational training for Persons with Orthopedic disabilities at The Nairobi Industrial Rehabilitation Centre, Kenya
(Kenyatta University, 2008) Nyamoki, A. M. Rosemary
The point of departure for this study was the reality that there are many people with orthopedic disabilities in the streets of Nairobi most of whom are beggars. Worse still, a number of them have been to one or another of the training institutions in Kenya specifically meant for persons with disabilities. It is expected that after the training such people would find more productive things to do related to their training and as such, they would engage in career activities rather than beg on the streets. People with orthopedic disabilities and indeed all persons with disabilities, need a wider access to relevant training that should as much as possible be similar to that offered to their able-bodied peers, and extra services to facilitate their employment. Guided by this premise, this study sought to investigate the relevance of courses offered to individuals with orthopedic disabilities at the Nairobi Industrial Rehabilitation Centre (lRC). The study adopted a descriptive survey design. Population under study consisted of 1,693 individuals including the manager of the institution, 7 instructors, 24 trainees with orthopedic disabilities, 7 employers and 1,654 former trainees possibly in employment. From this population, non-probability sampling techniques were employed to sample 61 participants. Data collection was done using four sets of questionnaires and an interview guide. The questionnaires were developed to gather information from instructors, trainees, graduates in employment and employers, while the interview guide was used to gather information from the manager of the institution. Descriptive statistics were used to analyse data. The main findings of the study showed that the courses offered at the IRC included carpentry, leatherwork, metalwork, electronics, secretarial studies, telephone operation, tailoring and dressmaking. Also that the instructors had many years of teaching experience, but had inadequate training in Special Education, low academic and professional qualifications. In addition, most of the former trainees in employment did jobs/businesses related to their training, although other indicators of relevance were found wanting. Further, IRC had informal link with only one organization, the Association of the Physically Disabled of Kenya (APDK). There was therefore need to recommend diversification of courses to give trainees an array of options; development of staff through regular in-service courses particularly in Special Education; establishment of formal links with potential employers to ease employment of graduates, and creation of database of graduates' contacts for follow up and research purposes.
Challenges to effective learning of English braille for pupils with visual impairments in intergrated primary schools in Bomet District in Kenya
(2011-07-11) Kimeto, Cheruiyot Andrew
Learning to read and write poses more challenges to a pupil ,who is learning Braille than it does to those learning print. The main objective of this study was to investigate challenges to effective learning to read and write English Braille for students with visual impairment in the integrated primary schools of Bomet District in Kenya. The researcher employed a descriptive research design. using numbers to characterize individuals or a group. That was an initial investigation, it challenges to effective learning of English Braille in Bomet District and would there sire assess the nature of existing conditions in this area. The population of interest as all pupils in Bomet District with visual impairment who used Braille for reading and writing. The sample was randomly selected from the pupils in standard three to standard eight in integrated primary schools where visual impaired pupils learn alongside their sighted peers. The data collected were analyzed quantitatively and qualitatively using statistical tables, graphs, pie charts and diagrams to illustrate the results. inally, the data were analyzed and interpreted using the statistical package for social sciences (SPSS), with conclusions and recommendations drawn from the results. From the results of the study it was established that performance in braille was low or learners with visual impairment. Several measures were recommended which when implemented will alleviate the situation and enhance reading efficiency.
Nature and prevalance of learning diasbilities among standard three primary school pupils in Starehe division of Nairobi province, Kenya
(2011-07-11) Rasungu, K.O Grace
Despite government efforts to enhance Free Primary Education (FPF) programme in Kenya so as to meet the international commitments such as Education for All (EFA) and the Millennium Development Goals (MDGS), there are still many children who are not in school globally, with some of them dropping out early or not reaching the minimal learning class. Limited research has been done to find out the nature and prevalence of learning disabilities (LD), the extent and their distribution in Kenya (MOE, 2003). The study focused on the nature and prevalence of learning disabilities among standard three pupils in Starehe. The specific objectives of the study were: to find out if there were LD among primary school pupils in Starehe Division, their nature and prevalence, measures being undertaken to assist pupils in actual classroom situations and what can be done to manage learners with L,D in primary schools. Guided by the developmental psychology theory, the study adopted a descriptive design which was conducted in 5 schools from Central zone of Starehe division in Nairobi. Whereas the population of the study included 16 head teachers, 236 teachers and 961 standard three pupils., the study involved 5 head teachers, 7 standard three teachers and 150 standard three pupils who were randomly sampled using the lottery technique. The study instruments included questionnaires for head teachers and standard three teachers, Pupil Rating Scale and pupil tests. Data were analyzed using descriptive statistics, which were summarized in frequencies and percentages and presented in relevant tabulation charts. The study found that there could be pupils with LD majority of whom had a high level of difficulty in the tests administered in English and Math (100% and 63.3% failure respectfully). The common types of errors noted in English included; poor visual-motor coordination, difficulty in copying accurately, spacing of letters and words, letter and word reversals, poor handwriting, repetition of sentences, omission of some words and letters, overprinting to correct mistakes, grammatical mistakes (punctuations, spellings and capitalization), inadequate expression of ideas and vocabulary, poor organizational skills, unreadable letters and words, non-attempt or slowness in completing work. While in Math, most pupils totally failed in items that tested their skills in spatial order and relationships, division, time and money. Whereas teachers appeared to know what LD is, and reported using various approaches together with mitigation measures to counter challenges faced, this perhaps was more theoretical than practical if the results of testing are anything to go by. The study recommends for formulation of policies to provide for learners with LD, appropriate teacher curriculum with more Special Education units, strengthening of on-going assessment and a tracking system for analyzing pupils' academic progress.
Determinants of juvenile delinquency development among pupils in Machakos rehabilitation school, Kenya
(2011-07-11) Kikuvi, Nzioka Robert
Children with behavioural problems experience school related problems and end up engaging in delinquent behaviour. This study investigated the determinants of juvenile delinquency development in Machakos Rehabilitation School by looking at how academic, social, emotional and economic factors contributed to development of juvenile delinquency. The study traced the boys' former schools and inquired into their past records by associating school academic, social, emotional economic aspects with development of juvenile delinquency. Descriptive design was used to establish the determinants of juvenile delinquency.The study was carried out at Machakos Rehabilitation School based on the premise that it has children with similar characteristics as other rehabilitation schools in the country. 130 boys in the school including those who had been reintegrated in the previous 4 years were the target population. Teachers in their former schools were the informants. Purposive sampling technique was used to get the required sample. Some 25 boys were selected for this study. Questionnaires were constructed and document analysis done to help gather information from the teachers and the schools respectively. Piloting of the study was done at Wamumu Rehabilitation School in Kinnyaga District which also admits juvenile delinquents.Content related validity was used to assess what concept the instruments tried to measure and determine the representation accuracy while split-half technique of assessing reliability by use of Pearson product-moment correlation coefficient was used to ensure reliability of the instruments. Designed questionnaires were delivered by hand to respondents accompanied with a cover letter that explained what was required of them. Data collected were organized, coded and analysed using Microsoft Excel, and then interpretations were done. Respondents were assured of information anonymity to avoid any stigmatization especially of boys. Majority of the teachers had taught for 15-19 years. 52% of the boys sampled were between 15-19 years in class 6 and 5. These boys had general academic deficits that included problems with reading and comprehension Most of the schools had no records of punishment given to boys despite the fact that majority of the schools had kept records of juvenile delinquency behaviour. The boys displayed characteristics of general disobedience and rudeness to authority as well as temperamental behaviour. Others were said to be introvert and kept to themselves. Juvenile delinquency was found to be associated with low economic status. Most boys referred for rehabilitation were in adolescence and were generally below average in academic work something that may have led them to truancy and drug abuse. Problems leading to delinquent behaviour were mainly social oriented as a result of peer influence in school. Emotional problems affect the child's relationship with others leading to fights and then the consequences that follow. Children from low economic status are more likely to porform poorly due to their continued absence from school to collect levies. Teachers and parents should encourage and support juvenile delinquents in academic work. Ministry of Education and, youth and sports affairs should initiate programmes with physical involvement since they like sporting activities.Also the Ministry of Education should de, elop practical curriculum geared towards equipping learners with necessary independcat living skills. School administration should introduce suitable behaviour modification techniques that are not punitive to boys to help reduce truancy and disobedience.
Factors influencing teacher interventions for primary school pupils with slow learning in Kasarani division, Nairobi, Kenya
(2011-07-11) Kamunge, Jane Wangeci; Kangethe, R.W.K.; Rukangu, S. M.
The purpose of this study was to establish factors influencing, teacher interventions while assisting pupils with slow learning abilities in public primary schools. Specifically, the study aimed at determining whether teacher-related factors, learning environment-related factors and pupil-related factors influenced the nature of intervention strategies used by teachers in a bid to enhance learning of these pupils. The study was conducted in Kasarani Division, Nairobi Province, Kenya. The study employed ex post facto research design and focused on primary school teachers and head teachers. Random sampling technique was used to select eight schools from twenty-five public primary schools of Kasarani Division, Nairobi Province. One stream of class six was randomly selected from each of the sampled schools for a Mathematics and English lessons observation where there was more than one stream; otherwise, the stream was purposively selected where there was a single stream. Data was collected using three main instruments: Teachers' Questioniiaire (TQ), Head Teachers' Questionnaire (HTQ) and Lesson Observation Schedule (LOS). A total of 128 teachers and 8 head teachers filled in the TQ and HTQ respectively while two class six lessons of Mathematics and English were observed. Data from the field was coded numerically and analyzed both qualitatively and quantitatively. Qualitative analysis involved making inferences from the teachers' and head teachers' responses from the open-ended questions and from lesson observation schedules using thematic approach Quantitative analysis made use of Statistical Package for Social Sciences (SPSS) to give descriptive statistics such as mean, percentages, frequencies and tabulations. One-way Analysis of Variance (ANOVA) was used to determine significant differences of intervention strategies used by teachers. The study revealed that the primary school teachers used some in i ,,rvention strategies to assist pupils with slow learning abilities in their classes which were not significantly different. However, the teachers' individual attention to such pupils was locking during the lessons and mainly used a whole class instructional approach. This contributed to their low academic attainment and hence learned helplessness. In view of this, it was recommended that teachers become sensitized on the importance of paying attention to these pupils in the teaching and learning process. The findings of the study indicated that the teachers were all trained but only very few had Special Needs Education (SNE) background This probably influenced the effectiveness of intervention strategies used by the teacher; to assist pupils with slow learning abilities. Going by this, it was recommended that more teachers be trained or in serviced in SNE. The study also revealed that there was a tendency of teachers with less number of pupils in their classes and especially those trained in SNE to pay attention to those with learning difficulties as compared to those with large class sizes and more so if they lacked SNE background. Thus, it was recommended that that MOE through TSC employ more teachers to ease the shortage, a suitable class size be determined and adhered to in all schools in a bid to achieve maximum potential for every child.
Relationship between self-esteem and academic achievement of girls with hearing impairments in secondary schools for the deaf in Kenya
(2011-07-11) Awori, Bunyasi Beatrice
The problem addressed in this study was that although several factors such as school environment, family status and/or communication barriers had been cited as contributing to the perpetually dismal academic achievements of girls with hearing impairments, personal esteem factors, especially interest, competence, value and responsibility had not been adequately explored. Consequently, their achievement had been low and continued to be low despite the government's efforts to increase educational opportunities for all its citizens legistlative and policy frameworks. The researcher postulated one null hypothesis Ho: There is no significant difference between self-esteem and academic achievements of girls with hearing imparement. The study was guided by Carl Roger's person-centered or client-centered theory. The theory states that factors, which predicted later behaviour in human beings were self-understanding. The study used an Ex-post facto design. Rosenberg self-esteem scale was used to measure academic achievements. participants for the study were drawn from schools for girls with hearing impairment in Central and Western provinces of Kenya constituting a sample of fifty-three girls. Data were collected through the use of questionnaires and interviews and analysed using the Statistical Package for Social Sciences Programme. The results obtained indicated that girls with hearing impairements possessed high self-esteem yet their academic was low. The correlation was at a moderate level. It was concluded that girls with hearing impairements placed more value on relational aspects (grooming), music and dance. They lagged behind in terms of provision of quality education due to lack of specialized technological devices. The study recommended that teachers should make deliberate use of positive reinforcement that would encourage girls' participation and promote their self-esteem towards academic performance. Principals of schools should initiate active collaborations with parents, teachers students and other interested partners in developing constructive projects. The government to make curriculum to be flexible as the current curriculum developers to reconsider curricula adaptation to allow diversity. The examination body to focus on practical assessment through strategies like observations, demonstrations and/or use of sign language interpreters for all required examinations. Provision of assistive devices is a necessity. The government should increase disability fund to cater for girls' exceptional needs as a very vulnerable group of learners and provide opportunities for capacity building for assistive devices technicians. Further intensive research to investigate the crucial emerging issues that contributed to the moderate correlation which occured yet the academic achievement was low and self-esteem was high. Another recommendation is further research in the area of communication proficiency in Kenya sign Language for all teachers in schools that admit learners with hearing impairement.
Nature and effects of sexual harrassment of teachers in special and secondary schools in Central province, Kenya
(2011-07-26) Buluma, Michael Edwin
This study sought to investigate the nature and effect of sexual harassment of teachers in both regular and special secondary schools. The objectives anal purpose of the study were to establish the extent and nature of sexual harassment of teachers in secondary schools, investigate factors that influence sexual harassment of teachers in secondary schools, establish the effects of teacher sexual harassment on teacher; in secondary schools and establish mechanisms devised by schools, teachers and Ministry of Education in preventing sexual harassment of teachers in secondary schools. The study applied descriptive design that employed self-administered questionnaires, focus group discussions and semi-structured interviews. Validity of the instruments was determined by contacting the experts and the multi-disciplinary working group of the school safety project of School of Education, Kenyatta University. Reliability was determined by using test-retest method. Multi-stage sampling technique, which involved both purposive and simple random sampling, was used to arrive at the sample size of 120 respondents. Quantitative data were analyzed using the Statistical Package of Social Sciences (SPSS) version 11.5 while qualitative data were analyzed and presented thematically. Some of the conclusions made from the findings of the study are that teachers, both in regular and special secondary schools, experience sexual harassment. .A total of 58.9% of the respondents indicated that the main targets of sexual harassment were young teachers and 67% consider being teachers on teaching practice face sexual, harassment. About 17% of the teachers consider offices and distance between home au l school as the most risky places for sexual harassment and the level of awareness if teachers about policies protecting them against sexual harassment is low. Some of he recommendations made are that teacher training institutions should offer courses on sexual safety to teacher trainees as a way of preparing them to be proactive in matters of sexual harassment and violence. Secondary schools should strengthen guiding and counseling departments to guide both teachers and students in dealing with sexuality issues.
Factors affecting the performance of mathematics by girls with visual impairments at Thika High school for the blind Kenya
(2011-08-03) Mang'ula, Nafula Everlyne
The study identified factors that affected the performance of girls with visual impairments in mathematics. The importance of mathematics in human life cannot be overemphasized due to its utilization value but the poor performance of girls with visual impairments in the subject continued to raise concern. The purpose of the study was to identify psychological factors, school based factors, socio economic and cultural factors that affected the performance of girls with visual impairments in mathematics. The study adopted a survey research design that utilized both qualitative and quantitative approaches. The target population constituted girls with VI, teachers and administrators in the school. The sample population constituted of seventy one (71) respondents where 60 girls, 10 teachers and the principal. The principal and teachers were purposively selected while simple random sampling was used to select the girls. Questionnaires, interview schedule and observation checklist were used to collect data. Seven (7) respondents were used in Piloting. Frequencies and percentages were used in analysis and presentation of quantitative data while qualitative data was summarized in various categories of themes related to the study and reported in narrative form. Findings indicated that aspirations, confidence, interest and attitude influenced girls' performance in maths. Negative attitude and lack of interest were found to be the major psychological factors contributed to poor performance of VI girls in mathematics. It was also found out that inadequate and inappropriate resources, lack of role model, teachers not trained in special needs education, over populated classrooms and time for maths lesson affected the performance of VI girls in the school with inadequate and inappropriate resources being the major school based factor that contributed to poor performance of VI girls in mathematics. The level of education of parents, occupation and income influenced their psychological and material support to girls with VI. Parental and societal beliefs were the cultural factors that affected the performance of VI girls in maths. There is need to strengthen guidance and counseling in the school, it is also important that the government and other stakeholders step up in the provision of adapted and appropriate materials and facilities in the school. There is also need to carry out awareness campaigns to sensitize all stakeholders on the importance of various needs in the education of girls with visual impairments.
Educational outcomes of reintergrated child offenders in Othaya rehabilitation school, Nyeri county, Kenya
(2011-08-09) Ndirangu, Joseph Muchemi
This study sought to document educational life experiences of persons released from Othaya Rehabilitation School, with an intention of creating information on the educational path of children who go through rehabilitation schools in Kenya. The objectives were to: document the educational experiences of children before, during and after rehabilitation, establish the extent to which rehabilitation school provided opportunity for continued learning and the level of interference, and determine their educational outcomes and their impact on the quality of post institutional life. Descriptive study design was adopted based on life stories of persons who had received rehabilitation services at the school between the year 2003 and 2007. Eleven former Students of Othaya rehabilitation school and the Manager of the institution at the time of the study were sampled through purposive and snowball sampling techniques. Data was collected by narrative interviews administered by the researcher in person. The data collection instruments were interview schedules that were piloted on two rehabilitation school graduates who did not take part in the final study. Data was recorded by use of a tape recorder supported by field notes. It was transcribed into text and analyzed using thematic analysis approach. The findings revealed that children admitted to Othaya Rehabilitation School are mainly for Care and Protection (C&P), Protection and Discipline (P&D) and also some with criminal records. Majority (80%) of the children largely come from poverty stricken functional families and dysfunctional families in rural areas and urban slums. Further, the study established that the school offers educational opportunities to all children committed to that institution regardless of their background so as to ensure that their committal does not adversely affect their education. The study also found that majority of the former rehabilitees had successfully reintegrated back in the community, were satisfied with their lives and that most of them attributed their success to the rehabilitation school. It was also found out, however, that time allocated to teaching and learning in rehabilitation schools was inadequate due to interference by other correctional programs, inadequate teaching staff, lack of clearly formulated exit and aftercare services leading to exposure of the rehabilitated youth to the very conditions that led them to delinquency and crime in the first place. Among the recommendations made were that there should be collaboration between the Ministry of Education and the Ministry of Home Affairs in providing funds, resources and personnel to rehabilitation schools. Further, the Government should come up with an after care kit for rehabilitated youth, involve the parents, guardians, relatives and the community in general in order to help the youth reintegrate back to the society smoothly. Finally, the researcher is of the opinion that the government should come up with a diversion program aimed at preventing the children from coming into contact with the formal justice system and of importance come up with non-custodial rehabilitative measures for children in need of care, protection and discipline.
Factors affecting braille competency among learners with total loss of vision in Kenya
(2011-08-10) Njue, Wanja Serah; Njoroge, M.N.; Chege, Fatuma N.
This research was a study of factors affecting Braille competency among lower primary and pre school pupils with total loss of vision in Kenya. The study Is conducted in two out of the six primary schools for learners with visual impairments in Kenya namely, Thika School for the Visually Impaired and St Lucy School for the Visually Impaired. The two schools chosen were distinguished by their varying geographical locations as well as their history which ranked them among the oldest in the country. The two schools were also among the three largest schools for learners with visual impairments, the third being Likoni school in Coast province. The objectives of the study were to establish the academic level and professional qualifications of teachers of Braille, identify the resources and facilities available for teaching Braille to young beginners, establish the methods used in teaching Braille and establish whether reading rediness skills were taught to beginners. A survey research design was used. Three types of instruments were used for data collection. Those were two sets of questionnaires one set for head teachers and the other one for teachers who taught Braille. Both sets had own and closed ended items. Interview schedules and observation guides were also used to supplement the questionnaires. Data was analyzed using descriptive statistics, blowing text-based themes. Key findings of the study showed that furniture used by learners with visual impairments was not appropriate, secondly, there was no Braille, proficiency policy, Braille equipment and materials used by those learners were both inappropriate and inadequate and there was a high teacher-pupil ratio which affected performance. Pre reading skills were also not taught to beginners. It was expected the:, the results obtained from the study would benefit institutions training teachers of earners with visual impairments and the government of Kenya in terms of making policies on the education of learners with total loss of vision. From the findings, the study recommended that the government came up with Braille proficiency policy, teacher-learner ratio was reduced to 1:5 at most, adequate and appropriate furniture was availed to those, schools and reading readiness skills were taught to beginners. Fewer materials available in Braille disadvantaged those learners using it and that could significantly affect their progress in achievement. Continuous learning opportunities were essential for personnel who gave direct services in Braille literacy. The study further recommended that a study be done on teaching of Braille to newly blinded adults and also focus on effects of Free Primary Education (FPE) on Special Needs Education (SNE).
Effect of captioned television on instruction of learners with hearing impairement in Karen Institute for the deaf in Nairobi, Kenya
(2011-08-10) Nyarangi, Onchari Isanda; Otube, Nelly; Ondigi, S. R.; Otube, Nelly Were
The purpose of this study was to find out the effects of caption d TV programmes in teaching learners with HI at Karen Technical Training Institute for the Deaf (KTTID). The study investigated the effect of captioned TV programme that would improve the instruction of learners with HI to enable more of them enter higher levels of education. The objectives of the study were: i) finding out the, opinions of learners towards captioning as an instructional tool. ii) Investigating the effects of captioned technology in the education of learners with HI, at KTTID. iii) Establishing whether learners at the KTTID could adapt to captioned TV programmes in their learning environment. iv) Identifying challenges that are likely to be filed by teachers when instructing learners with HI using captioned TV programme and v) Establishing whether KIE embraces the concept of captioned TV programme as a mode of instruction for learners with HI. The study adopted a descriptive survey research design. Population under study consisted of 204 persons. Sample size was a total of 78 respondents obtained using purposive sampling. Data was collected using 3 sets of questionnaires, observation checklists and key informant interview. Most data was analysed descriptively. The results indicated that up to 35% of the respondents were of the opinion that it was very good as an instructional tool, while 41% thought it was good. These results indicated a motivating influence of captioned TV characterized by increased rate of understanding of the programmes, improved Iearning behaviour and ability to remember. Up to 99% of the respondents indicate that captioning had improved their attentiveness. Behaviour of learners such as self-regulation and association with characters on the screen improved to the third, ten minute interval after introduction of captioning and then declined after the leaners became used to the programme. Comprehension of the plot or theme of captioned material was more or less constant. In general, the use of captioned TV programmes on learners with HI increased the students' motivation, and improved their learning. In reference to the various uses of captioning, classroom instruction was ranked highest by the teachers with a mean rank of 1.6. In addition, development of effective communication skills was ranked second at a mean rank of 2.1. Use of captioning for language development by the respondent teachers was ranked third with a mean rank 4.l. With regards to the strengths and weaknesses of captioned TV programme, up to 25% of the respondents were of the opinion that students enjoyed the lessons as they were able to combine what they read on the screen with what was being projected in the pictures as opposed to when one approach was used. Up to 19% of the respondents indicated that students could remember more in captioning than in other learn i ng methodologies. In addition up to 33% of the respondents reported that through captioned TV programmes, students could learn alot. Various challenge that hindered the development of captioning for learners with special needs included, inadequacy of captioning equipment and the teaching staff that was unfamiliar with what captioning entailed. In addition there were low levels of awarenes, among the school administrators on the concept of captioning and its use in education of learners with HI.
Factors influencing inclusion of learners with special needs in regular primary school in Rachuonyo district, Kenya
(2011-08-18) Mutisya, Celina Muthili Syanda; Njoroge, Michael; Rukangu, Simon M.
The purpose of this study was to find out the factors influencing inclusion of learners with special needs in regular primary schools. The study was undertaken to find out whether regular primary schools have characteristics that support inclusion. This was done by finding out school characteristics that support inclusion in regular primary schools in Awach Zone of Kabondo division in Rachuonyo south district, Nyanza province of Kenya. This was found necessary due to the fact that despite the critical role and efforts of the government of Kenya to provide education for all, about 94% of the estimated 750,000 children with disabilities are hardly able to access basic quality education,. even during this era of free primary education. In Kenya, it is through assessment that most children with disabilities are placed in learning institutions. This has resulted to about 70.2% of those assessed being in the waiting list for placement in learning institutions. It is doubtful whether they can all be accommodated in the available special schools. However, even if the special schools were available, the other concern is that these schools and units mostly cater for some categories of children with special needs. This is an indication that provision of education for ALL the children with special needs is still an area of concern. The study adopted a descriptive survey research design. The independent variables comprised of teaching experience, professional qualification, teaching strategies, resources, support services and attitude among others. The dependent variable was inclusion. Target population of this study constituted all head teachers, teachers and class six pupils in regular primary schools in Awach Zone. Target population was 278 persons. The sample for this study was 88 persons. Purposive sampling as well as Random and Stratified sampling were used to select the sample. Piloting was done in Otondo Primary School in Awach zone. Data was collected using questionnaires. To determine reliability of the instrument, split half method was used. The researcher administered the questionnaires personally to the respondents. Both qualitative and quantitative techniques were used in analyzing data depending on various objectives. The study mainly reviewed that sensitization had effectively been done, hence the teachers, pupils and the community in general had positive attitude towards Persons With Disabilties. Trained teachers, adapted environment and appropriate resources were available hence this attracted enrollment of the Children With Disabilities in these schools. However it was noted that the schools needed funding to sustain their resources. All the respondents supported education for Children With Disabilities. All the teachers showed willingness to have Children With Disabilities in their schools. The researcher wishes to recommend that; - the government should implement inclusive education in regular schools, as a means of ensuring access to education by Children With Disabilities. Mass sensitization should be done and other factors portrayed in the study put in place. The government should continuously fund the process. The 2010 approved SNE policy guidelines should be implemented immediately.
Analysis of adequacy and utilization of instructional resources for learners with mental retardation in special schools in Nyanza Province, Kenya
(2011-08-18) Orao, Remi Odero; Nelley W. Otube; George A. Onyango
The major purpose of this study was to analyze the adequacy and utilization of instructional resources for learners with mental retardation in special schools in Nyanza Province. The study also aimed at finding out the type of instructional resources available in the schools and how they were acquired. The study was guided by five research objectives which were to find out the types of instructional resources that are available for learners with mental retardation; to determine teachers' opinions on the importance and suitability of resources in the instruction of the learners, to establish how teachers acquire the instructional resources and whether or not they were able to improvise some of them; to determine how teachers used teaching and learning resources in the instruction of learners with mental retardation. Descriptive survey design utilizing quantitative and qualitative approach was used in the study. The target population of the study comprised of four (4) special schools for learners with mental retardation, fifty (50) teachers and 300 learners. The schools were spread throughout the province. The four schools that participated in the study were the only fully fledged special schools in the province for learners with mental retardation. Simple random sampling was used to select one teacher each from schools that took part in the study. Complete questionnaires were received from 26 teachers, and this gave a return rate of 92.9%. Questionnaires for head teachers and teachers were used to gather information from the respondents. The questionnaire was piloted at St. Catherine Special School for the mentally retarded, Butula. Data was analyzed using Statistical Package for Social Science (S.P.S.S.) computer software employing descriptive statistics such as percentages, frequency distribution and mean scores. The findings revealed the following: graphic materials were the most commonly used type of resources by teachers, all the four main types of instructional resources namely visual materials, graphic materials, audio visual/ aural and equipment and facilities were either inadequate or not available, with audio visual/aural largely unavailable. Information about instructional resources was mainly obtained from K.I.E. media catalogue. Lack of sufficient and/ or inappropriate training negative attitudes and limited funds were established as some of the factors that hinder acquisition and effective use of instructional resources. On the basis of the findings, the study recommended the following: a similar study should be carried out in other provinces in Kenya to establish whether or not the study findings apply to other areas to enable generalization of the result of this study, a study of this kind should be carried out in other areas of special needs to determine the relationship of the findings of this study with other areas of disabilities, a detailed study should be undertaken to investigate the attitudes of teachers towards the use of instructional resources in teaching and leaning of persons with mental, retardation
Effetiveness of special needs educatiopn supervision in Uasin Gishu District, Rift Valley province, Kenya
(2011-08-18) Walingo, Mbogni Janet; Otube, Nelly; George A. Onyango
One of the major challenges facing special education in Kenya has its origin from the implementation and evaluation of the educational movements that have resulted into special schools, integrated programmes and inclusion. This process emphasizes the need for close supervision to address the transition effectively. Studies reviewed indicated that problems in the supervision of Special Education occur right from the varying definition and roles of supervision, to Special Educational Needs that have to be addressed. This study evaluated the effectiveness of Special Needs Education (SNE) supervision in Uasin Gishu District. The focus of the study was on: special needs in education considered during supervision, the extent to which professional training of supervisors impacted on the quality of supervision, regularity of supervision, major problems faced by supervisors during supervising/inspecting of SNE programmes and the impact of these problems on supervision. The study employed an exploratory survey approach since new insights into problems of supervisions of SNE were sought. A total of 76 questionnaires of both structured and non-structured items were supplied to a stratified sample of 17 Quality Assurance officers at District and zonal levels, 25 headteachers and incharge of special units and finally, 34 teachers teaching in special education programmes in both Uasin Gishu District and Eldoret Municipality. Statistical Package for Social Sciences (SPSS) computer software and excel packages were used in the analysis of data from which descriptive statistics were used. Thematic approach was used to analyze unstructured questions. The findings of the study established that special needs of learners were not addressed during supervision. The supervision of special education service delivery programmes was not regularly and effectively done. Supervisor also faced several challenges that were contextual in nature ranging from personal conditions like lack of knowledge base, communication, lack of a defined curriculum to systemic conditions like staffing, time, lack of a clear policy, among others, that adversely affected the quality of supervision. These effects ranged from the performance of supervisors, the input into service delivery to the outcome of learners with special needs. The following recommendations were made: that all QASOs, whether in service or joining, be in-serviced in Special Education Needs (SEN), that the Education Assessment and Resource Centre (EARC) coordinators be actively involved in supervision of special needs education and a policy document on the same be released for implementation purposes, that regularity of supervision of SNE programmes and their implementation and follow-up activities be done termly and the intensity be increased, that supervisors be in-serviced on indicators/ evidences to look for before visiting SNE programmes and on report writing, and that studies be put in place to evaluate the effectiveness of special education service delivery
Instructional constraints faced by learners with Duchenne Muscular Dystrophy: a case of Joy Town Special primary school, Thika, Kenya
(2011-08-18) Wang'ang'a, Annerose Wanjiku
The study is about the instructional constraints facing learners with Duchenne muscular dystrophy (DMD) at Salvation Army (SA) Joy Town special primary school, Thika Kenya. Duchenne is a type of muscular dystrophy that affects boys almost exclusively because the mutated gene is on the X chromosome and because males have only one thus there is no other X-chromosome to counteract the defective gene. Muscular dystrophy is a general term describing a number of inherited disorders which are characterized by progressive muscle weakness without there being any structural abnormality in the central nervous system. Instructional constraints in this study are the academic difficulties encountered by learners at SA Joy Town special primary school. They include: constant ill health, mobility problems, poor posture, fatigue, poor teaching methods, inappropriate curriculum, and lack of a modified environment among others. SA Joy Town was chosen because it accommodates learners with various categories of physical disabilities and has a national outlook since it admits learners from all over the country. The study adopted a descriptive design because it aims at getting a true picture of a situation, behavior or attitude of individuals and the community at large. The target population was 43 which included: 20 learners, 20 teachers, one head teacher and two teacher aides. The study population was 23 and included: 10 learners, 10 teachers, one head teacher and two teacher aides. The researcher used interviews and observation guide to collect data .Piloting was done at Dagoretti special school for the physically handicapped (PH). Content related validity was used as a measure to determine validity. Correlation of 0.05 confidence levels was used to judge the interviews guides for the learners, teachers, head teacher and teacher aides and the observation guide. A reliability of 0.97 was established for the learners' interviews, 0.91 for the head teacher's interview, 0.78 for the teacher aides' interview, 0.98 for the teachers' interviews and 0.93 for the observation guide. These were found to be good enough as they showed that the instruments were reliable. The researcher used descriptive statistics where tables of frequencies and percentages %were used in analyzing data. Results revealed that there were major instructional constraints facing learners with DMD which included: an inappropriate curriculum, constant ill health, mobility problems, and lack of specialized equipment, inability to manipulate reading and writing materials, slowness in completing learning tasks among others. Further research should be carried out on other types of dystrophies. Study should also be carried out on other challenges facing learners with muscular dystrophy for example emotional factors, social factors and health factors among others.

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