PHD-Department of Special Needs Education

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Browsing PHD-Department of Special Needs Education by Subject "Behaviour Change"

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    Assessment of Outcomes of Transition Process on Behaviour Change among Graduate Rehabilitees Reintegrated from Rehabilitation Schools in Kenya
    (Kenyatta University, 2022) Mugure, Wang’eri Joyce; George Mathenge Wairungu; Margaret Murugami
    Reintegration focuses on an individual's ability to function in community in terms of peer connections, facility and family in general. The aim of this study was to determine the outcome of the transitional process of behavior change among the rehabilitee graduates released from rehabilitation schools in Kenya. The research goals were; to identify factors that contribute to successful reintegration, to examine follow-up of the graduates, to investigate the opinion of the graduate rehabilitees towards the reintegration process, explore whether family members accept and support the graduate rehabilitees, to establish ways in which community leaders support the reintegrated rehabilitees, explore the challenges faced by the reintegrated rehabilitees and identify gaps on the education and vocational training curriculum used in rehabilitation Schools. The target population was drawn from the rehabilitees reintegrated from all rehabilitation Schools, rehabilitation School managers, one family member and one community leader per rehabilitee who knew them well were also targeted. A sample size of 10 rehabilitees, 7 managers, 10 family members and 10 community leaders were interviewed. A qualitative research approach applying phenomenological design was applied. This was used to allow researchers to gather information on reintegrated rehabilitation graduates. The study used snowball sampling technique to select the Graduate Rehabilitees. Interview guides were used to solicit information from respondents. The school managers, family members and community leaders were purposively selected. It was informed by the Social Reaction Theory founded by Erwin Lemert. The pilot study was done on graduates residing within Kiambu and Nairobi counties who were reintegrated from Othaya and Kakamega Rehabilitation Schools. Researcher handed over the research tools to various research professionals, including supervisors and fellow researchers, to review their content and relevance. Their suggestions were incorporated into the research instruments to improve them. Further triangulation of data, detailed questions during interviews, use of field notes, and use of appropriate time in the field also increased the reliability of qualitative data. A biographical study based on the life stories of individuals reintegrated from rehabilitation school from year 2012–2015 was appropriate to fill this gap. Data was collected through interviews, coded into topics, and written in a notebook to help answer research questions. There was lack of funds for follow-up and no set programs for reintegration. It was found that there was need for more courses to be introduced in the schools to help the Rehabilitees cope with improved technology after they are released and also help them acquire skills to help them earn a living after reintegration. Majority of the reintegrated rehabilitees were not on any form of supervision, no follow-up, some graduates had a lot of support from their families, some were discriminated upon in the community for being rehabilitees and finding jobs, schools and other services within the community was not easy.
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    An Assessment of Predictors of Behaviour Change among Learners with Emotional and Behaviour Disorders in Selected Juvenile Schools in Kenya
    (Kenyatta University, 2021) Muthomi, Rintaugu James; George Mathenge Wairungu; Jessina Muthee
    The best way to guide learners with Emotional and Behaviour Disorders (EBD) to achieve their best in life remains a challenge to stakeholders at a global, regional and Kenyan view. This investigation assessed predictors of behaviour change among learners with EBD in the selected Juvenile Schools (JS) in Kenya. Main objectives of the research were to: Investigate referral of learners with EBD to JS, establish skills taught to learners with EBD in JS, examine staff professional competencies in JS, determine the curriculum for behaviour change in JS and examine reintegration process of learners with EBD in JS to society. This research was founded on social learning theory. A cross sectional descriptive research design was embraced. The study’s target population consisted of managers and learners in the selected JS schools in Kenya. This entailed 466 boys, 160 girls and 20 managers in Getathuru, Kabete, Wamumu, Kirigiti and Dagorreti Juvenile Schools. There was a total of 646 respondents. Learners with EBD in chosen JS in Kenya and their managers were sampled probabilistically. That is; stratified random sampling for learners with EBD in each school and their managers in terms of duration of interaction with the rehabilitation programme and gender. Prior to the main study, validity and reliability of research tools was tested at pilot stage. Questionnaires, focus group discussion, interview schedules, document analysis and observation schedules were used for data collection. Quantitative data collected was entered, coded and analyzed using descriptive statistics and presented graphically. Qualitative data was coded, reviewed for patterns and emerging themes and finally presented in narrative form. The main study findings were as follows: Referral from juvenile justice system was majorly practiced. Skills taught (academic and vocational) were not modified to cater for needs of learners with EBD while enriched skills competency to cater for learners with special needs lacked among staff (teaching, professional and support) in JS. 10% of teaching staff had training in special needs education while those trained in EBD were very few. That curriculum in use for behaviour modification of learners with EBD was not modified despite JS operating as referral establishments for behaviour change. Consequently, this curriculum failed to handle coping and problem solving skills. On reintegration avenues, there were no functional transition- programme, guide or follow up strategies yet learners with EBD were periodically transitioning from the JS. The study recommends; a linkage of regular and JS referral avenues, adaptation of skills taught and the curriculum, provision of relevant training (to staff of all cadres) and development of functional reintegration policy.