PHD-Department of Special Needs Education

Permanent URI for this community

https://repository.ku.ac.ke/handle/123456789/310

Browse

Now showing 1 - 20 of 45

Identification process of articulation and phonemic disorders in children with communication disorders in primary schools, Nairobi Province, Kenya
(2011-05-05) Maneno, Robert J
Many children with speech and language disorders are silently affected academically and psychologically as they articulate words wrongly when they try to communicate verbally to their peers. Academically, they do not perform well since speech and language problems in most cases affect their reading and writing abilities. At times, they shy off as other children laugh at them. It is worth noting that, since the establishment of educational assessment centres in Kenya in September, 1984, many children with speech and language problems have been identified and placed in schools. Studies carried out in other, countries such as Finland, the United States, Canada, among others show that specific speech articulation problems have been identified and effective intervention procedures carried out in children with communication disorders. However, a study to identify speech sound disorders has never been done in Kenya. This prompted a study of this magnitude to identify speech sound disorders in children with speech and language disorders and ultimately recommend intervention measures. The research designs used were ex-post facto and ethnographic which were quantitative and qualitative. The population from which the study sample was drawn came from schoolgoing children in Nairobi Province aged between 6 to 13 years 11 months. The institutions included units, special schools, integrated special schools, and regular schools. The sample comprised children who had hearing impairments, mental handicap, stutterers, cerebral palsy and learning disabilities. The researcher in identifying the sample, used purposive sampling for piloting and for the actual study. From confirmed cases of 320 children with speech and language disorders, the researcher sampled 30% using purposive sampling. The actual sample came to 96 out of which 48 were females and the other 48 were males with ages ranging from 6 to 13 years 11 months. The data were collected using three different instruments namely: speech sound disorders assessment tool; speech mechanism observation tool and a home background information tool. When using the speech sound disorders assessment tool, the researcher listened to how the respondents pronounced targeted phonemes in the different names representing pictures displayed to them; while in speech mechanism observation instrument, the researcher looked at observable oral structures which if abnormal, would affect speech such as abnormalities as cleft palate or thick tongue. The background information tool was a questionnaire to find out the socio-economic status of the respondents, where the researcher was trying to find out whether the misarticulations were due to one being from a poor or rich family. Research questions and hypotheses were used for collecting and analyzing data. The collected data were qualitatively and quantitatively analysed. To achieve this, the data were crosstabulated. The results were analysed by use of pie charts, frequencies and tables. Anova was also used in testing the hypotheses. The study revealed that, the most highly ranked speech sound disorders were omissions, distortions and substitutions. The most highly omitted speech sound was phoneme /h/, with most respondents not able to pronounce the words "hoho" and "hema." /t/ as in thin was the most highly misarticulated phoneme of all 22 phonemes tested. Phonemes /r/, /s/, /z/ and /f/ were either highly substituted or distorted. Majority of children with communication disorders were those who had mentally handicapping conditions, hearing impairment and learning disabilities. The study found that children with communication disorders were also known as speech and language disorders found in all communities regardless of socio-economic status
Identintification of reading disabilities and teacher- oriented challenges in teaching reading to standard five learners in Nyeri and Nairobi district, Kenya
(2011-07-25) Runo, M. N.
The study aimed at finding out whether teachers can identify the causes of reading disabilities in learners. It intended to establish whether teachers have adequate knowledge of identifying learners with reading disabilities, determine the proportion of non-readers in class five. It also investigated the existing methods and materials teachers use in teaching and remediating reading including the difficulties teachers encounter when teaching. Finally, the study aimed at finding out the correlation/relationship between gender and reading disabilities among learners. This study adopted both qualitative and quantitative research approaches where mixed method design was used for collecting and analyzing data for both teachers and learners. The study embarked on interviews for learners by use of structured interview schedule. Learners were also assessed to determine the level of reading ability. The study also used semi-structured questionnaires for teachers. A focus group interview was also held with teachers sampled for the study. The study was conducted in Central and Nairobi provinces where Nyeri and Nairobi districts respectively were used. Purposive sampling was used to select the provinces, districts, divisions, primary schools, populations and the target groups, in this case of the teachers and learners. This was based on KCPE results analysis for 2006. The division that performed best overall in Nairobi and the poorest performing division in Nairobi from KCPE results, 2006 were used as locations for the study. Nyeri District was representative of rural primary schools and therefore, the municipality and one rural division were selected. In this case Nyeri municipality division and Othaya division were selected. There were 4 schools sampled from each of the 4 divisions, giving a total of 16 schools from both Nairobi and Nyeri. In each school, 15 pupils were purposively selected from the list of those learners scoring 250 marks and below from their end of standard 5 examinations. Where learners were more than 15 scoring 250 marks and below, the researcher used random sampling. A total of 240 learners were sampled for the study. Eighteen teachers who taught English to class 5 learners in 2006 were selected for the study. Sixteen class teachers were also included in the study, making a total of 34 teachers. There were 5 types of instruments namely: questionnaires for teachers and learners, assessment tools for reading - word list A to E, passage 1 to 4; checklist on reading errors and learners' reading attitude survey. There was also a focus group discussion with teachers in the study. Statistical Package for Social Sciences (SPSS) was used to analyze quantitative data from the assessment tools, questionnaires for learners, and reading attitude survey. All the hypotheses were tested at p<0.05. Pearson product moment correlation coefficient was used to measure the strength and direction of the relationship between different variables. Chi-square test was also used. Teachers questionnaire was analysed quantitatively. The results were obtained based on the objectives, questions and hypotheses of the study. It emerged that teachers assessed their learners reading ability but they did not use proper methods of assessment; teachers were able to identify children who could not read at class level as non-performers but were not able to identify the specific reading difficulties. Non-readers ranged from 0 to 27.1 % for Nairobi and 0 to 53.6% in Nyeri districts respectively. Almost half of the teachers in the study neither taught reading nor did they know the methods to use in teaching reading. The study indicated that there were more boys (103) than girls (78) who could not read. The study concluded that teacher training syllabus on reading whether in mother tongue, Kiswahili or English be adequately developed to cater for individual learners and equip the teachers with methods for teaching reading proficiently. More time should be given to teaching reading, assessing reading and remediating reading disabilities both at the primary teacher education colleges and at primary schools; reading is an ongoing process and therefore it is recommended that reading should be taught as a subject throughout the primary levels (standard 1 to 8) but be within the developmental states of reading; reading readiness curriculum should be developed for early childhood and at primary levels. Such policy should ensure smooth transition of learners' movement from home, preschool and primary schools. Finally, the study recommended that for adequate development of teacher training syllabus on reading in mother tongue, English or Kiswahili be given more time.
The influence of interpretations of islam on girls' access to secondary school education in Mombasa and Kwale districts, Kenya
(2011-12-30) Maina, Newton Kahumbi
The study sought to investigate the impact of the interpretations of Islam on girls' access to secondary school education in Mombasa and Kwale districts. The study shows that in principle, Islam grants equal rights to both genders. Hence the theory of intrinsic inferiority of the female gender is not supported by Islamic discourse or the biological differentiation between the sexes. The highly stereotyped imagery of a subordinated Muslim woman is perpetuated and propagated by {mis}interpretations of the teachings of Islam regarding the status of women in society. These {mis}interpretations are a product of, and beholden to culture proclivities of individual Muslims within particular socio-cultural milieus. The study further demonstrates that Islam attaches equal importance to the education of girls as of boys. This implies that Islam is not the cause of gender imbalances in access to secondary school education. On the contrary, some {mis}interpretations of the teachings of Islam on the place and role of women in society influence the importance attached to the education of girls. Within the context of the colonial Kenyan society, the study has demonstrated that the racial education policies influenced not only the development of Muslim education in general but that of Muslim girls in particular. It is evident that gender imbalances in education provision and opportunities existed during the colonial period. Largely, within the colonial context, the development of education tended to favour boys than girls. Therefore, girls' education did not develop at the same pace with that of boys'. The colonial education policies also reinforced some cultural beliefs, traditions and practices - that ascribed an inferior status to women - which were unfavorable to the education of girls. Hence, it is argued that the colonial legacy disadvantaged the development of Muslim girls' education. This has dogged and partly continued to shape the development of Muslim girls' education in the two districts. The study further shows that as an Islamic tradition, purdah (veiling) is legitimized by the teachings of Islam. Seclusion of women on the other hand is not an Islamic practice, but a socio-cultural practice that is associated with Muslim communities. Female seclusion does not derive its raison d'etre from the teachings of Islam. Rather, it is a practice that is justified through misinterpretations of Qur'anic injunctions on veiling. Veiling and seclusion of women entail gender segregation in places of work, educational institutions, mosques and other social places. Depending on interpretations of Islamic sources, veiling, seclusion and gender segregation have implications on girls' access to secondary school education. In the midst of limited education opportunities and facilities for girls, some Muslims have an apathy towards non-Muslim schools or mixed schools without separate facilities for boys and girls. This is because of the Islamic teachings forbidding casual mixing of sexes. Besides the interpretations of Islam, there are other factors that come into play, to influence a Muslim girl's access to secondary school education. These include: co-education, distance to school, school sponsor(s), madrasa (religious) education, poverty and the ''hidden'' curriculum. All the factors affect not only the girls' access to secondary school education, but also, retention and performance in examinations. The study employed a conceptual paradigm from the three lenses of gender by Sandra Bem (1993). These are androcentrism, gender polarization and biological essentialism. The three lenses have been used to explain the reasons behind certain socio-cultural behaviour and mode of thought that predispose some Muslims either to favour or to be in disfavour of girls' education
Critical Elements in Reversing Underachievement in Academic Performance among Gifted and Talented Secondary School Students in Kiambu County Kenya
(2013-12-14) Wanjaria, J. W.; Runo, M. N.; Omoke, C.
The purpose or this study is to establish factors that contribute to underachievement and the role of various strategies in reversing underachievement among the gi Ited and talented secondary school students. The study will be carried out in Kiarnbu County because or its continued poor performance in KCSE examinations, high school dropout rates and drug abuse among the youth. The study is inspired by experiences in my teaching career or 30 years in the County. Questions of the role of the teacher in shaping the life of the learner were prominent during my teacher/learner experiences. From these experiences, it is possible to concur wi th Davis (201 I) who noted that the underachieving GT child represents both society's greatest loss and its greatest potential resource. This raises questions or how underachieving gifted learners are managed in schools in Kenya's 8.4.4 system, given that girted learners are found in every classroom, yet, not many teachers understand them. The Special Needs Education policy (2009) in Kenya acknowledges that learners with disabilities and other special educational needs require specialized education resources at individual and school levels. In the developed world, attempts have been made to reverse underachievement and one study done by Rimrn (2008) in the U.S.A, identified six steps that were successfully used to reverse underachievement. The six steps used by Rimrn seem to have aspects similar to those that I used in counseling and while mentoring the underachieving learners. This may explain why this study will be placed within the Trifocal Model framework. Research into the ways of helping children with special needs including the gifted and talented has been carried out in Kenya. Studies by Muuya (2002); Karnau-Kangethe (2004); Kiarie (200S); Omoke (2011); among others; were in response to concerns that were expressed by various people. The big debate on what makes seemingly bright children and youth not to perform well in school stems from the frustrations their failure causes teachers and parents and from the fact that failure to meet their learning needs leads to immense loss of humanpotential. The questions this study will attempt to respond to are: "what [actors contribute to underachievement" and "what strategies of reversing underachievement are in place in the Kenyan classrooms?" The target population of this study will be 300 teachers in secondary schools that admit high performers in KCPE in Kiarnbu County. National and Extra-County secondary schools will be purposively selected to represent the schools that admit high achieving learners based on KCPE results. These schools also represent schools with adequate resources and well established management strategies. A sample size of 90 teachers from 6 National Schools and 210 teachers from 14 Extra-County Schools who taught the 2009 form one class till form four will be purposefully selected. They will be given the questionnaire to fill. Documentary 'evidence will be utilized to identify learners who had been admitted with high KCPE marks but performed poorly in KCSE. The Statistical Package for Social Sciences (SPSS) will be utilized to prepare and organize data [or analysis. This will involve data entry and, storage, segmenting, coding and developing category systems, indentifying relationships which will be presented through constructing diagrams, tables and graphs and finally corroborating and validating results
Determinants of primary school wastage for learners with disabilities in Coast province, Kenya: towards a theoretical prevention model
(2014) Mazrui, Lubna M.
This mixed methods study investigated the determinants of primary school wastage for learners with disabilities in the Coast province of Kenya. The study sought to: establish patterns of grade repetition and dropout, investigate determinants of wastage, establish the impact of wastage on learners and dropouts, and develop a model on how wastage can be reduced and educational access and achievement enhanced. The study participants were primary school learners with disabilities in special schools and units/integrated programmes in regular schools, school dropouts, adults with disabilities who were former learners of special schools and units/integrated programmes, parents of repeaters and dropouts, and primary school teachers. Participants were sampled through purposive and snowball sampling techniques. Research data was collected through documentary analysis, interviews and Focused Group Discussions. Data was analyzed using descriptive statistics and discourse analysis. Study findings revealed that repetition and dropout of learners with disabilities was not frequent, and that wastage affected boys and learners with hearing impairments most. Findings also revealed that the wastage of learners with disabilities resulted from economic, socio-cultural and other factors which were neither economic nor socio-cultural. Findings further revealed that wastage has a negative impact on learners and dropouts with disabilities, and that this impact can be decreased by employing various measures for preventing wastage. The implications of these findings are discussed. A model for preventing wastage and improving the educational achievement and academic success of learners with disabilities, based on the findings of this and previous studies, is also proposed. This model consists of several measures to be implemented at the community and school levels
Teaching strategies used by teachers to enhance learning to learners with multiple disabilities in four selected counties in Kenya
(2014) Wang’ang’a, Anne Rose Wanjiku
The purpose of this study was to investigate the teaching strategies used by the teachers educating learners with multiple disabilities in the counties of Baringo, Kiambu, Kisumu and Nairobi in Kenya. Multiple disabilities are a combination of two or more disabilities. In this study learners with multiple disabilities include; cerebral palsy intellectual disability, autism blindness and deaf blindness. The study adopted a triangulation mixed method design. The study targeted a sample of 9 headteachers and 57 teachers educating learners with multiple disabilities. Purposive sampling was used to sample the respondents. Piloting the instruments was done in schools that were not involved in the actual study. The research instruments that were used included interviews, observation guides and questionnaires with a Likert scale. Reliability of the instruments was determined by test-retest method. Content related validity was used as a measure to determine validity. The study used descriptive statistics for the quantative data where tables of frequencies, mean, standard deviation, and percentages were used to analyze data. Qualitative data were analyzed using descriptions and thematic text. Results revealed that majority of the teachers teaching learners with deafblindness used the following instructional methods; tactile Kenyan sign language, task analysis, Tadoma, sign language among others. Majority of teachers teaching learners with autistic blind used the following instructional methods; braille, pre-braille activities, oral methods among others. Majority of teachers teaching learners with cerebral palsy intellectual disability used the following instructional methods; use of task analysis, activities of daily living, and real objects among others. The choice of the instructional method was determined by the needs of learners. Results also revealed that teachers were inadequately prepared to teach learners with multiple disabilities because their training was for a specific disability. The curriculum for learners with autism blindness and cerebral palsy intellectual disability was found to be ineffective. Teachers educating learners with deaf blindness used the final draft of an adapted curriculum from Kenya institute of Curriculum Development. Teaching resources and support services were found to be inadequate. The following were the recommendations that were made following the study findings to improve teaching; training teachers, provision of a functional curriculum, provision of adequate support services, provision of enough teaching resources among others.
An examination of special needs education aspects embedded in juvenile rehabilitation programmes in Kenya and the resultant rehabilitation outcomes
(2014) Wambugu, Nyawira Beth
Juvenile rehabilitation in Kenya has experienced many changes and reforms since its inception by the colonial government, in this view; the purpose of this study was to examine the correction of offenders in juvenile rehabilitation institutions with the aim of exploring the embedded special needs education aspects, and the resultant levels of success versus recidivism. The objectives of the study were; to explore the policy guiding juvenile rehabilitation in Kenya, to examine tools and procedures of assessing offenders, to find out the curriculum for juvenile rehabilitation employed in Kenya, to establish the transitional services available to exitees, and to investigate the status of juvenile rehabilitation in relation to inclusive education. A mix of Phenomenology and Descriptive Survey research designs were used to explore lived experiences of juvenile offenders, and the current status in juvenile rehabilitation in Kenya respectively. Data collection instruments comprised interview guides, questionnaire, Focus Group Discussion guide, and Content Analysis guide. The study population constituted approximately 1747 children, 9 Managers, 9 Children’s Officers, and 400 staff members from public juvenile rehabilitation institutions in Kenya. Kiambu and Nairobi Counties were selected purposively because they hold the only two Reception and Assessment Centres for either gender.In total, two rehabilitation institutions were purposively selected from each county based on their functions and gender; they included Kirigiti, Kabete, Getathuru and Dagoreti. The total research sample was 138 respondents who comprised, 54 boys, 36 girls, 4 managers, 4 Children’s Officers, and 40 staff members. A pilot study was done at Othaya Rehabilitation Institution to establish validity and reliability of research instruments. Qualitative data analysis utilising principles of thematic analysis, and descriptive statistics for quantitative data were used in data analysis. The research findings indicate that the Children Act is the main policy guiding juvenile rehabilitation, and that some international statutes to which Kenya is a signatory have not been ratified. The assessment tools and procedure for assessing juvenile offenders were found to be inadequate and lacking the capacity to identify all causes of problem behaviour. The study show that children are assessed by any officer on duty, regardless of their qualifications, this may lead to misdiagnosis. The study revealed that there are no provisions on curriculum for juvenile rehabilitation; consequently, each institution designs its own content. The current exit strategies were found to be inadequate and unable to deter exitees from reoffending. Other findings indicate that post-institutional phase of rehabilitation was non-functional, resulting to recidivism levels of over 30%. The research shows inclusive rehabilitation was practised for children with special needs who offend even though this is occasioned by lack of appropriate rehabilitation school for children with special needs. The study recommended improvementof juvenile rehabilitation through formulation and review of policies, development of rehabilitation curriculum, and assessment tools, provision of aftercare services, and through utilization of special needs education practises in the overall function of rehabilitation institutions and programmes. A framework for improvement of juvenile rehabilitation was developed. Finally, the study ended with recommendations for further research.
Education for Refugees: Examining Access to Basic Education in Dadaab Refugee Camps of Ifo, Hagadera and Dagahaley, Kenya
(2014-02-24) Muriungi, Pamela Karambu; Wamocho, F. I.; Karugu, G.
The main objective of this study was to examine acess to basic education for child refugees in the Dadaab refugee camps of Ifo, Hagadera and Dagahaley,Kenya. The study adopted a descriptive survey research design. The independent variables were teaching/learning resources, physical facilities and socio-cultural practices while the dependent variable was education. The target population comprised of primary school head teachers, teachers, pupils and parents. Stratified random sampling was used to sample schools to ensure proportionate distribution of schools within the camps. A total of 10 primary schools were selected using stratified random sampling. This formed 55.5% of the total population. From each selected school, the head teacher and 13 teachers were sampled for the study yielding 10 head teachers and 130 teachers. From each school 13 class 7 pupils were randomly sampled and this yielded 130 pupils. In addition to the above respondents, 20 parents were conveniently sampled and interviewed.The research instruments used were document analysis forms for head teachers, questionnaires for teachers and pupils and interview schedules for parents.A pilot study was done to establish the validity and reliability of the research instruments. The calculated reliability coefficient using spearman brown prophecy formula was 0.82.Data obtained was analyzed using descriptive statistics such as frequencies, percentages, tables, graphs and charts. Discussions of the findings established that in-school as well as out-of-school factors greatly hampered the access to basic education in the schools for refugee children. Out of school factors included such factors as lack of parental support, high levels of poverty, child labor and sociocultural factors which both affected the girl child more than the boy child. In-school factors included lack of resources, untrained teachers, inadequate physical facilities and lack of specialized equipment for learners with other disabilities.From the findings of the study the researcher recommended that since majority of the camp schools are registered with the Ministry of Education, the Directorate of Quality Assurance and Standards should carry out advisory in these schools.The implimenting partners in the education programme should come up with incentives to motivate learners in order to maintain them in school after enrollment,the Government of Kenya through the Ministry of Education and the implimenting partners should ensure provision af adequate teaching/learning resources as well as specialized equipment for learners with other disabilities in the camp schools. The education implimenting partners should come up with strategies of reducing gender disparities in education by encouraging girls to remain in school and finally the school admnistration with the help of implimenting partners should organise ways of ensuring adequate provision of physical facilities in the schools.
Effects of Armed Ethnic Conflict on Education of Children and the Implication for Peace Education, a Case Study of Nakuru County, Kenya
(2014-02-26) Ngundo, Lucy Wangechi; Njoroge, M.N.; Manyasa, E.O.
The purpose of this study was to find out the effects of armed ethnic conflict on education of children and the implication for peace education in Nakuru County. The objectives were to find out peoples‟ experiences and constructions of armed ethnic conflict, ways conflict affected education of children and attempt a theoretical model for peace education. The study adopted a case study using phenomenology research design based on qualitative and quantitative procedures. The population of the study included children, teachers, and parents,‟ leaders and other stake-holders. Nakuru County was chosen because it has the highest incidents of ethnic conflicts and the area has people from different ethnic mixtures. The researcher purposively selected Njoro, Molo and Kuresoi divisions. Three schools from every division were randomly selected. Class eight was purposively selected and using the raffle design method; two children were randomly selected per school making a total of eighteen children in all. Eighteen class teachers were purposively selected, nine head teachers selected by default and eighteen parents of the sampled eighteen children were purposively selected with nine chiefs, nine opinion and nine religious leaders. Four instruments were used to collect data: an interview schedule, open-ended questionnaire, Focussed Group Discussions and essay writing. Piloting at Tebeswet primary School in Mauche division involved class eight, 4 children, 2 class teachers, the head teacher, to help identify inadequate items in the instruments. Data collected was mainly qualitative and its organization, analysis, and interpretation were done using a theory building soft ware atlas. ti. The emergent themes were presented through descriptive statistics with the quantitative part of the data manually done. Results from data analysis revealed in part that ethnic members in Nakuru County constructed land, politicians, and media as causes of armed ethnic conflict. This made adults and children to be maimed, killed and displaced resulting to emotional repercussions and physical disabilities. Teachers fled schools, learning resources were burnt down, children dropped out of schools to head household as others were orphaned due to conflict thus affecting their education. The study therefore recommended government to resolve land issues, politicians and the media to be an instrument to preach peace not diversity, with counseling and reintegration programmemes given to children and skills training offered to those who dropped out of school. Any NGO, CBO, working in an area to train people to pass peaceful values and peace education to be integrated in the school curriculum with the peace model suggested.
Techniques to Support Early Identification of Children with Vision Problems in Public Primary Schools in Central Kenya
(2014-02-26) Mwangi, Sarah Wanjiku; Munyi, Chomba; Murugami, M. W
The aim of this study was to establish whether children with vision problems were identified early and given support to avoid visual impairment in Kiambu, Murang’a and Kirinyaga Counties in Central Kenya. Although visual impairments remain a major threat especially to school children, they can be avoided through early identification. Unfortunately, children with vision problems have largely remained undetected and unsupported. Even worse, the children stand a higher risk of developing visual impairment and failure to attain their academic potential. The major aims of this study were to identify children with vision problems and to explore teacher constraints that hindered early identification of children with vision problems. The study employed a descriptive research design. Convenience sampling was used to select public primary schools from Kiambu, Murang’a and Kirinyaga Counties. Purposive sampling was used to select the respondents including school children from classes two and three, class teachers and head teachers. In data collection, interviews, vision problem identification checklists and visual acuity checker were used which generated qualitative data. Data were analyzed using descriptive statistics and narratives. The findings of the study were: Teachers lacked special education qualifications necessary for effective identification of children with vision problems, a significant number of children were identified with vision problems including those who were holding book close when reading, had a tendency to move near or away from light and those who experienced difficulties reading from chalkboard. About 9% percent of the children had significant visual loss and among them, 1.3% had severe visual loss and could not see using the affected eye/s. Teachers experienced constraints in identifying and supporting children with vision problems like lack of necessary knowledge and skills, lack of qualified personnel to do visual checkups and lack of school visual screening programs. Recommendations included routine vision screening programs for all school children, special education seminars and workshops to equip teachers with relevant knowledge and skills about vision problems identification and necessary support, inclusion of the component of special needs education in pre- service teacher training colleges and creation of vision problem awareness amongst parents and the children.
Disability load on households hosting children with deafblindness in Iganga, Mayuge and Jinja Districts, Uganda
(Kenyatta University, 2014-04) Ojwang, Vincent Paul
Unlike in the developed world, there is little documented information about children with deafblindness (CWDB) and, virtually no research has been done in Uganda regarding all aspects of deafblindness. Therefore, little is known about the disability load borne by the household and its effect on the quality of life and the educational development of the children. The purpose of the study was to determine the nature of the disability load in the household hosting CWDB and the resulting impact on the members. The specific objectives were to dimensionalise the disability load, find the effects on the quality of life, the impact on the schooling path, investigate gender differences and generate a conceptual framework for improving schooling outcomes. The building of this conceptual framework was guided by other relevant existing theories. The approach of the inquiry was qualitative, using the Grounded Theory design which is appropriate for examining complex phenomenon. The method of inquiry was systematic, intended to carry out data collection procedure and analysis using constant questioning and comparison. A sample of five households was purposively selected. From every household, between four to five participants were selected to give a total of 23 participants. They were selected because they had borne the disability load by raising and living with CWDB. Two instruments were used, namely, in-depth interviews as well as observational guide. A pilot study to test the instruments, check the use of resources and increase familiarity with the procedure for inquiry was undertaken. Permission to carry out data collection was sought from the national and district authorities. Each interview was preceded by clarification of theaim of the interview and promise of confidentiality. Individual members of the household were interviewed in depth. The information was recorded using a tape recorder, while observing accompanying behavior. Internal and communication validity were ensured by constant questioning, comparison and theoretical sampling. Reliability in Grounded Theory approach was brought about by the development of concepts which were rigorously worked out to form categories. Concepts formed in this way last long and are therefore reliable. Immediately after each interview, the recorded information was transcribed. Data analysis included open, axial and selective coding. The study established that household members while hosting CWDB, experienced disability load of many dimensions, with the emotional one being the greatest. The disability load had a severe impact on the quality of life in the households as well as the schooling path ofthe children. The gender difference on the impact on the schooling path was detected but was not significant. The final outcome of the inquiry was a conceptual framework grounded in the data. The framework has been named the Disability Load Conceptual Framework. It is recommended that policies be developed to guide practical intervention into the socio-economic lives of household members in order to improve the schooling path of the children.
Effects of teachers’ use of communication techniques on activities of daily living for learners with deafblindness in selected primary schools, Uganda
(2014-08-12) Omugur, Julius Patrick; Njoroge, M.N.; Awori, Bunyasi Beatrice
The thesis concerns a study on the effects of the teachers‟ use of communication techniques for achievement of daily living activities for learners with deafblindness in primary Schools in Uganda. The thesis contains five chapters. That is Chapter one, chapter two, chapter three, chapter four, and chapter five in that order. It aims to identify and describe the extent to which the teachers‟ use of communication techniques has had an effect on the learners‟ ability to acquire life skills during activities of daily living in selected primary schools in Uganda. The word deafblindness is used throughout the thesis, to imply learners who have both a hearing and visual impairment that necessitates that teacher makes relevant adaptations for the learners to participate in ADLs. The detail of the literature is discussed in chapter two. The study was carried out in two districts, and in two government-aided primary schools from Eastern and Mid-western regions of Uganda. The report adopted a survey research design. A target population of 60 participants and a representative population sample size of 30 participants constituted the study. Purposive sampling technique was used to identify participants who taught learners with deafblindness in the selected Schools of the study. The results were obtained through descriptive analysis using a triangulation approach, by observation, interviews and focus group discussions. Data analysis followed categories and emerging sub-themes from the set objectives. The study embarked on interviews and observations with the teachers during indoor and outdoor ADLs. The theory of Social Interaction and the theory of Language and Communication guided the study. These theories stated that; the elements of language constitute its meaning to include aspects such as the use, context and content and their interconnectivity during interactions and dialogue. A conceptual frame work was developed in relation to literature reviewed. Purposive sampling approach was used to identify study sites and participants. The study is hoped to create awareness among communities about the education of learners with deafblindness. The findings may benefit educationists and policy makers in the area of learners with deafblindness. Study findings may create awareness among stakeholders who might be of help to fill gaps identified. The study concluded that teachers of learners with deafblindness were not doing well in the area of communication that had an effect on the learners‟ participation achievements during ADLs. The study recommends that teachers be encouraged to carry out exploratory visits to Schools of similar settings to enable them share experiences and challenges. Government should allocate reasonable funding to procure adapted teaching and learning materials to support teachers in their work. The Uganda National Curriculum Development Centre and other educational institutions cited in the thesis to embrace flexibility during curricula adaptations and diversity in teacher training.
Exploring Giftedness among Learners with Juvenile Delinquency in Selected Rehabilitation Schools in Kenya
(2014-08-22) Kinyua, Peter Mbugua; Kang’ethe, R. W. K.; Otube, N.
Studies on the nature and characteristics of children who are gifted and talented show that these children are inquisitive in nature. They may question the rules, customs and traditions of their respective societies. Their questioning on rules, customs and traditions may lead to rejection by family members, teachers, peers and society as a whole. Feeling frustrated and different from their peers, these children may become rebellious. They may rebel in school, home or in the society and end up being labeled delinquents. In Kenya, children manifesting behaviour and social problems (juvenile delinquents) are referred to Rehabilitation Schools and Children Remand Homes as stipulated in 2001 Children’s Act. Bearing in mind that there are no special programmes for learners who are gifted and talented in Kenya, there was need therefore to explore giftedness among learners with juvenile delinquency in Rehabilitation Schools in Kenya. The purpose of this study was to explore giftedness among learners with juvenile delinquency in selected rehabilitation schools in Kenya. The study population comprised of teachers, social workers and children in Rehabilitation Schools in Kenya. Random sampling was used to select three Rehabilitation Schools; two for boys and one for girls representing 33.3% of the rehabilitation schools in Kenya. Both qualitative and quantitative data was collected and analyzed. All learners in the selected schools participated in the study. The study utilized Ravens Progressive Matrices, teachers and peer nomination forms and Observation Checklists to identify children who are gifted. Children’s committal records were also analyzed. The study revealed that about 13% of children in the rehabilitation schools are gifted and talented. If this population is not well taken care of the Kenyan society may end up losing a very important human resource. When the special abilities of persons who are gifted and talented are recognized and nurtured they may end up using these special abilities for the benefit of the society. When these abilities are not recognized they may be used against the society. There is need therefore to sensitize different stakeholders on the nature and needs of children who are gifted and talented. The major problem behavior with those learners who are gifted and talented is running away from home. Majority of these children came from homes where parents were either unable to control their children’s behavior or were not providing adequate supervision. It was also established that rehabilitation schools lacked adequate facilities to take care of children who are gifted. The study recommends that department of children services work with the Ministry of Education in the provision of education in the rehabilitation schools. It was further recommended that there is need to sensitize members of the public and teachers on the nature of children who are gifted and talented. These children should also be properly assessed before they are taken to Children Court to establish the cause of behavior problems
Academic impediments students with visual impairments encounter in the Colleges of University of Rwanda
(Kenyatta University, 2015-08) Nasiforo, Beth Mukarwego
The Purpose of this research was to investigate academic impediments students with visual impairments encounter in the colleges of the University of Rwanda. This study addressed the following objectives: the suitability of teaching methods used in colleges of the university of Rwanda to accommodate students with Visual Impairment; lectures ability to adapt to the learning/teaching resources available in public colleges to suit academic needs of students with visual impairments; determine the extent to which lecturers adapt the teaching/learning resources and examinations to suit the needs of students with visual impairment; how administrative staff facilitate the learning of students with visual impairments in inclusive colleges and how orientation and mobility affect the learning of students with visual impairments in inclusive colleges. The researcher used descriptive survey design. The study was carried out at the college of arts and social sciences in Huye District in the Southern Province and college of Education in Gasabo District in Kigali city. The target population was 1405 respondents who included deans of faculties, resource room managers, lecturers, all learners with visual impairments and all level four sighted learners. A sample size of 125 respondents was obtained through the use of purposive sampling, stratified random sampling and snow ball methods. Questionnaires and interview guides were used to collect data. Content validity was tested to ascertain whether the item s in the questionnaires were suitable for their task. The correlation indicated that there was a strong positive correlation between two tests of scores where r=0.829 for the lecturers questionnaire and 0.801 for the students questionnaire. Data collected was analyzed using descriptive statistics. Findings showed that majority of respondents confirmed that the curriculum was not adapted, learning resources which aid in the learning of students with visual impairment were not available and the learning resources available and examinations were not adapted by the lecturers to suit the needs of students with visual impairment. Staff development was done in other areas but inclusive education was still at a very low level and majority of the students with visual impairment were not trained in orientation and mobility and did not have white canes. It was recommended that the Ministry of Education should provide funds for organizing seminars and workshops in the area of the SNE to allow lecturers to be able to teach effectively. The University curriculum and the environment of the University should be adapted to accommodate students with VI.
Influence of disability on access to HIV and aids information by students with disabilities in institutions of higher education in Rwanda.
(Kenyatta University, 2015-09) Gonzague, Habinshuti
This is a descriptive survey research design which sought to investigate influence of disability on access to HIV and AIDS information by students with disabilities in institutions of higher education in Rwanda. The sample size purposely included 154 students with disabilities, 5 deans of students, 5 medical doctors and 5 heads of HIV and AIDS clubs. Questionnaire focusing on objective of the study was used to collect data from students with disabilities. An interview schedule was used to collect data from deans of students‘ services, medical doctors and heads of HIV and AIDS clubs. A pilot study was done to enhance reliability and validity of the research instruments. To measure instrument reliability, the researcher employed test-retest technique. The calculated reliability coefficient using the Pearson correlation coefficient was 0.86. The content validity of the research instruments was ensured through expert judgement using the supervisors and other academic staff from the department. Quantitative data were analysed using descriptive statistics namely frequencies and percentages and inferential statistics of Chi-square at .05 alpha level. The statistics were generated by means of the Statistical Package for Social Sciences (SPSS). Qualitative data were analysed through content and narrative analysis and emerging major themes were identified. The findings revealed that students with disabilities are at increased risk of contracting HIV and AIDS, they are sexually active and they constitute a special group which needs special attention. The study showed that there is incorrect perception on the mode of HIV and AIDS transmission and prevention among students with disabilities. The findings revealed that, there are many sources of information in the community, which some PWDs had access to while others are not disability specific. This study showed the best way of communication about HIV and AIDS for students with disabilities. Based on these findings, it was recommended that the government of Rwanda, the organization of people with disabilities and the organization working with people with disabilities should break down barriers by elaborating specific policy and providing training and workshops to address the various misconceptions about HIV and AIDS transmission and prevention among students with disabilities
Elements of reversing underachievement in academic performance among gifted secondary school students, Kiambu County, Kenya
(Kenyatta University, 2016) Wanjaria, Josephine Wangari
The purpose of this study was to investigate factors that contribute to underachievement and the role of varied strategies in reversing underachievement among gifted secondary school students. The study was carried out in Kiambu County because of its continued poor performance in KCSE examinations. The study was inspired by the researcher‘s experience in teaching. Questions of the role of the teacher in shaping the life of the learner are prominent: how are underachieving gifted learners managed given that they are found in every classroom, yet not many teachers understand them? The study employed the ex post facto research design to investigate possible cause-and-effect relationships by observing existing conditions for plausible causal factors. The target population of this study was 2,808 teachers in secondary schools in Kiambu County. A sample size of 306 teachers from 6 National Schools and 14 Extra-County Schools were selected. They were given the questionnaire to fill. Documentary evidence was utilized to identify learners who had been admitted with high KCPE marks but performed poorly in KCSE. Data was coded, analysed and presented in frequencies and percentages using tables. The Statistical Package for Social Sciences (SPSS, 20) was utilized for analysis. Negative attitude was assigned 1 to 2 or <3 and positive attitude was assigned 4 to 5 or >3. Out of the sample of 306 teachers, 254 filled in the questionnaires. The areas under investigation were common characteristics, factors that contribute to underachievement, role of assessment of students‘ performance and intervention strategies – Communication, Expectations, Role Model, Skill deficiencies and Reinforcements. It emerged that underachieving gifted have such characteristics as rebellion, perfection & passivity, and that there are factors that contribute to the state of underachievement like unfavourable home environment, intellectually unstimulating classrooms and peer pressure. The study results also revealed that assessment of underachieving gifted students is critical to reversing underachievement because it can manifest itself in varied ways in the school environment, and that reversal strategies like high expectations from teachers & peers, correction of skill deficiency and modification of reinforcement are important in reversing underachievement. The study recommends that teachers and parents be sensitised on reversal strategies for early identification, treatment and better collaboration between them. It further recommends that curriculum developers and policy makers design programmes and activities that facilitate the reversal of underachievement among gifted secondary school students.
Dynamics of Job Satisfaction and Retention of Special Needs Education Teachers in Basic Special Schools in Southern Ghana
(Kenyatta University, 2016-02) Kumedroz, Felix Kwame
The study aimed at investigating dynamics of job satisfaction and retention of special needs education teachers in Southern Ghana.Specific objectives included identifying the relationship between compensation and retention, establishing the correlation between leadership styles and retention, describing the extent to which interpersonal relationship predicts retention, finding out any differences in perception of the teachers and investigating problems facing the special needs schools in relation to teachers’ job satisfaction and retention.In an attempt to focus the study,four null hypotheses were formulated and tested and one research question was posed. The study was based on Herzberg’s Two-factor Theory that explains the determinants of job satisfaction and dissatisfaction of employees. This study adopted descriptive correlational survey method, utilizing mixed methodologies in data collection and analyses.The target population for the study was 375 teachers and 14 head teachers drawn from 14 schools within the study area.The study was however conducted in9 schools which consisted of 5 schools for the Deaf, 3 schools for the Intellectually Challenged and one school for the Blind.Out of 150 sampled teachers,140 of them and all the 9 head teachers participated in the study with a return rate of 93.3%for the teachers.Multiple sampling techniques were applied to select the sample schools and the respondents. The main instruments for the data collection were questionnaire and interview schedule.Experts reviewed the teachers’ questionnaire to ensure validity whilst pilot testing of the teachers’ instrument yielded a reliability of 0.77.Quantitative data was analyzed descriptively and inferentially and inferential statistical tools such as Pearson Moment Correlation, Simple Linear Regression and One-Way Analysis of Variance (ANOVA) were used to test the null hypotheses at 0.05 level of significance.Answers to the research question were qualitatively analysed using thematic approach. The findings of the study revealed that there was positive and statistically insignificant relationship between compensation and retention. Also a statistically significant relationship was found between leadership styles and retention of special needs education teachers in Southern Ghana. The study also found that interpersonal relationship was a significant predictor of special educators’ retention. Further findings revealed that there were no statistical significant differences among the three different categories of teacher types in relation to perception about their job satisfaction and retention. Finally, the study discovered that head teachers of special needs schools in Southern Ghana are faced with numerous administrative and management challenges which negatively impact on job satisfaction and retention of special education teachers in Southern Ghana. The study recommended that policy makers and stakeholders take actions aimed at ensuring that special educators are compensated accordingly by instituting differentiated financial and non-financial incentive packages for them. The study also recommended that the Ghana education service should be organising frequent in-service training for head teachers to update their knowledge on contemporary leadership styles that are considered to increase retention.
Relationship among parenting styles, learner’s involvement in behaviour problems and academic performance in Nairobi County, Kenya
(Kenyatta University, 2016-02) Ong’era, Lynett Kemunto
There is abundant evidence to support the correlation between parenting styles, children‟s behaviour disorders and academic performance. However, the relationship among parenting styles, learners‟ involvement in problem behaviour and academic performance has received little attention and research interest in Kenya. The main purpose of this study was to determine the relationship among parenting styles, learners‟ involvement in problem behaviour and academic performance in Nairobi County, Kenya. This research study usedmixed method involving descriptive and correlational research designs. Quantitative datawas collected from learners using questionnaires while qualitative data was collected from parents using interviews. The population of study was drawn from three randomly selected sub-counties of Nairobi County namely: Dagoretti, Lang‟ata and Starehe.Fifteen schools were randomly selected from the three sub-counties. A total of 400 learners from regular public secondary schools and 40 parents were randomly selected for the study. This study sought to find out factors that influence parenting styles, establish the influence of parenting styles on learners‟ involvement inbehaviour problems, determine the influence of involvement in behaviour problems on learners‟ academic performance andfind out the relationship between parenting styles and learners‟ academic performance. The theoretical model by Diana Baumrind, (1966) on parenting styles formed the basis of this study. Researchinstruments were piloted prior to the study in KasaraniSub-County, Nairobi County using 13 respondents comprising of 10 learners and 3 parents.Reliability was tested using internal-consistency method. Research data was collected through questionnaires and interviews. Statistical Package for Social Sciences (SPSS) software was used to analyse quantitative data.Qualitative data was organized and analysed by themes. Descriptive and inferential statistics was used to summarize and describe the sample.Findings of the study revealed that learners of authoritative parents have lowinvolvement in problem behaviour and perform better academically as compared to learners of authoritarian, permissive and neglectful parents. It also revealed that involvement in problem behaviour is negatively correlated with academic performance and learners of neglectful parents rank low in academic performance as compared to learners of parents using other parenting styles. It is recommended that parents should strive to understand their children, know their friends, engage themwith constructive activities and seek better ways of controlling what they access through media. Further, parents should purpose and dedicate quality time with their children, dialogue with them, listen to their concerns and address them effectively.
Strategies for Enhancing Access and Retention of Learners with Visual Impairments in Universal Primary Education Schools in South Western Uganda Region
(Kenyatta University, 2016-06) Niyisabwa, Odette
The purpose of the study was to investigate strategies for enhancing access and retention of Learners with Visual Impairments (LVI) in regular Universal Primary Education (UPE) schools in South Western Uganda. The study was conducted in seven districts within South Western Uganda. This area was selected because it had a high concentration of LVI enrolled in regular UPE schools. The study was based on Access theory by Ribot & Peluso (2003), supplemented by Adaptation theory by Sherrill (2008). A mixed method research design was used, which involved both qualitative and quantitative descriptive methods. The study targeted a population of LVI enrolled in regular UPE schools, LVI enrolled in established integrated schools, teachers of LVI, head teachers of schools with large numbers of LVI, and Inspectors of schools in charge of Special Needs Education. A sample of 147 respondents was selected from a population of 498 people. Purposive and systematic sampling procedures were applied. Purposive sampling procedure was applied in selecting the region, districts, schools, LVI enrolled in regular UPE schools, teachers, head teachers and inspectors of schools in charge of SNE. Systematic sampling procedure was applied to select LVI enrolled in established integrated schools. The instruments used for collecting data were questionnaires, interviews schedules, Focus Group Discussion (FGD) guides and observation schedules. To ascertain validity and reliability of the instruments, independent judges were used to review them, test re – test was done and a pilot study was conducted. Data obtained from close – ended items of the questionnaire were analyzed quantitatively, while data obtained from open ended items were analyzed qualitatively. Data collected using interview, observation and FGD was coded, quantified, categorized and analyzed following the themes derived from the research objectives. Findings were presented using descriptive methods. The major finding was that most of the required facilities to help LVI access learning were missing in regular UPE schools. The study concluded that; overall, the strategies for enhancing access and retention of LVI were generally lacking in regular UPE schools. The study recommended that government should guarantee good quality education to LVI in regular UPE schools by providing human and financial resources as a way to reinforce the UPE policy (1997) which gave priority to children with disabilities to access regular UPE schools
Mothers’ involvement in early identification and intervention for children with autism in Nairobi City County, Kenya
(Kenyatta University, 2016-06) Ouma, Onala John
The importance of early intervention for children with autism and those at risk cannot be overemphasised. Early intervention is important in stimulating development in formative years and reducing the chances of developing secondary disabilities in children at risk and those with developmental disabilities. The purpose of this study was to investigate the outcomes of mothers’ involvement in early identification and intervention for children with Autism. This study was guided by the theory of social constructivism which recognises learning as an active process where the learner interacts with the environment and acquires new skills and behaviours. The study adopted the survey research design. Purposive sampling was used to choose institutions that cater for children with autism in Nairobi City County. Questionnaires, interview schedules and observation schedules were used to collect data from parents, occupational therapists and teachers. Ten schools, two Mothers to Toddlers’ Programmes and ten home school programmes were chosen for the study. Parents of children with autism were randomly chosen from the institutions to fill in the questionnaires while the teachers and occupational therapists were interviewed to provide information on early intervention strategies they used. Observation schedules were used to collect qualitative data from Mothers to Toddler’s programmes, Home Based Schools and Schools. Quasi-statistical approach was used to analyse both statistical and descriptive data. The research found that mothers who identified their children early and took part in early intervention had significant reduction in the symptoms of autism in their children. Children who were identified very late and those whose mothers did not take part in interventions did not register significant reduction in the symptoms of autism. The research found that some mothers identified children with autism as early as two years while others were identified as late as thirteen years. The study concluded that parents, teachers and therapist should work together in early identification and intervention of children with autism and those at risk. Intensive early intervention was found to yield better results and should be recommended. The study recommended that the training curriculum for teachers and therapists should include early identification and intervention to make it easy for them to identify children with autism in early years. It further recommended that awareness campaign should be carried out to equip parents with information on early identification and intervention so that they can actively participate in the process.

Browse

Browsing PHD-Department of Special Needs Education by Issue Date

Results Per Page

Sort Options