MST-Department of Special Needs Education

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Browsing MST-Department of Special Needs Education by Subject "Blind"

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    Challenges facing Teachers in Teaching students with Visual Impairement in an Integrated School: A study of Moi Girl's school, Nairobi
    (2012-11-07) Mugambi, Mercy K.
    This study investigated the problems the teachers encountered in integrating students with visual impairment. The study sought to find out whether teachers were adequately trained to teach students with visual impairment. It also investigated the problems the teachers faced in adopting the syllabus for students with visual impairment. It investigated whether teachers were guided on how to teach students with visual impairment. The study also sought to find out the opinion of teachers towards the integration of the learners with visual impairment into the mainstream. The locale for the study was Moi Girls' School, Nairobi where there was integration programme. The institution is in Nairobi province where there is integration programme of students with visual impairment and is the most prominent with the highest number of students with visual impairment in Nairobi. The school is easily accessible in terms of distance from the city center and is one of the pioneer schools to implement the programme of integration in Nairobi. The data for the study was collected using a questionnaire to investigate challenges the teachers faced in teaching students with visual impairment in integrated schools. The study targeted the teachers at Moi Girls' School Nairobi. A purposive random sampling technique was applied to identify the teachers. Forty-seven teachers were selected from the school whereby 25 of them were female while 22 were male. This was a sample taken from 63 teachers teaching in the institution. The data was collected, coded and summarized on the basis of the objectives of the study. The analysis and results were presented through tables. The theory that guided the study was normalization theory. The argument behind it is that a child with whatever kind of disability can live a normal life if given all kind of support just like any other normal child. Test-retest technique was used to test the reliability of the research instrument. The study found out that the specialized facilities were limited. It also found out that teachers teaching students with visual impairment lacked support from the school administration. Recommendations were made based on the research findings. It was recommended that Ministry of Education help in construction of specialized facilities for use by students with visual impairment. It also recommended that Kenya Institute of Education prepare more teaching materials in line with the current trend in the field of teaching students with visual impairment. It also recommended for more in-service courses, workshops and seminars to keep the teachers abreast with current trend in the area of teaching learners with visual impairment.
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    Determinants Enhancing Teachers’ Proficiency in English Braille: Case of Primary School for the Blind, Kiambu County - Kenya
    (Kenyatta University, 2020-03) Kagendo, Kilingii Martha
    The purpose of this study was to identify determinants enhancing teacher‘s proficiency in English Braille teaching in a primary school for the blind, Kiambu County, Kenya. Specifically the study sought to identify teachers‘ attitude towards the Braille literacy, identify teachers‘ competence in using Braille code, determine the level of teachers‘ training in Braille code, and identify the extent of availability and suitability of Braille teaching materials. The findings of this study may be useful since determinants for enhancing teachers‘ proficiency in teaching English Braille in the study area are identified. Since this was a case study, a school for the blind in Kiambu County was purposively selected for the study. Descriptive research design was used to describe the factors affecting the learning of English Braille from the teachers. The target population of the study was 224 consisting of 35 teachers and 189 upper primary learners. The researcher used a sample size of 68 respondents to represent the whole study population. The primary data was collected using questionnaire and interviews guide. Questionnaires for those who could read print and interview guides for the respondents who could not. The data collected was first organized then coded and keyed into the computer for analysis. Descriptive statistics was used to analyze the data which was reported in form of frequency tables and calculated into percentages. Bar graphs and pie charts were also used in presentation for clarity. The study found out that, teachers had mixed attitude towards teaching of Braille the reason being heavy workload, pre-braille experience and the teacher‘s level of academic qualification. Teachers‘ competence in teaching of Braille was affected by proficiency in Braille writing and reading, professional & academic training and experience of years in teaching. Workshops, refresher courses as well as seminars on Braille need to be organized to enhance teachers‘ competence on effective Braille teaching. The level of training sufficient for a Braille teacher was found to be diploma plus visual impairment professionalism and a diploma in special needs. The area of study had no adequate or sufficient Braille materials for enhancement of Braille literacy. The Braille materials were not locally available and had to be ordered nationally or internationally which comes with exorbitant prices. The study recommends that Braille teachers be given in-service training to raise their competence and proficiency in Braille. The government to be involved provision of adequate and sufficiency Braille equipments.
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    Tactile Materials as Correlates of Performance in Mathematics Among Learners in Thika High School for the Blind, Kiambu County, Kenya
    (Kenyatta University, 2019-11) Musango, Loise Mumbua
    The purpose of the study was to assess the use of tactile materials as correlates of performance in Mathematics among learners in Thika High School for the Blind. The objectives were to: identify the tactile Mathematics materials used by teachers while teaching learners who are blind; explore the adequacy of the tactile teaching and learning materials; identify the challenges that teachers face in adapting Mathematic tactile teaching materials; investigate learners‟ perception on Mathematics tactile learning materials and investigate general performance of Mathematics among the learners who are blind. Two hypotheses were tested in this study. This study adopted social constructivism theory and used a case study research design. Target population was 85 respondents comprising 5 Mathematics teachers and 80 learners who are blind in the school. Purposive sampling technique was used to select Mathematics teachers while stratified random sampling was used to select the learners who are blind according to class and gender. Thereafter, simple random sampling was used to select 24 learners. Questionnaires were used to collect data. Pilot study was done at St Lucy School for the Blind to test validity and reliability of the research instruments. Quantitative data was collected, coded and organized. After analysis of data, the findings were presented in graphs, pie charts and bar graphs with the aid of Statistical Package of Social Sciences (SPSS version 20). The major findings were: available resources are inadequate and unsuitable to effectively assist learners‟ performance. Some teachers were not proficient in Braille Mathematics, thus a major hindrance for them to teach effectively. Many respondents recommended that the government should set aside more funds for Mathematic teaching and learning resources since their use in teaching was of uttermost importance. Therefore, this study recommends a need for the Ministry of Education to introduce AT courses in teacher training colleges. In addition, more time should be allocated in the school timetable for effective use of materials in teaching Mathematics to learners with visual impairment. Also, there is need for proper planning; preparation, presentation, appropriate application and essential follow up make the use tactile Mathematics materials ineffective by the teachers.