MST-Department of Special Needs Education

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Academic Achievement of Learners with Down Syndrome in Special Primary Schools for Learners with Intellectual Disability in Kiambu County, Kenya
(Kenyatta University, 2019-09) Lydia Wanjiku, Kamau
This study sought to analyse academic achievement of learners with Down syndrome in special primary schools for learners with Intellectual disability in Kiambu county. The study was guided by the following objectives: To Analyse academic achievement of learners with Down syndrome in special schools; to identify the instructional resources used by teachers to teach learners with Down syndrome; to assess the instructional strategies used in teaching learners with Down syndrome; and to examine the instructional challenges caused by Down syndrome secondary conditions. The study was guided by Social Cognitive Theory (SCT) of 1986 by Albert Bandura. This study adopted descriptive survey design. The study targeted the 6 head teachers, 74 teachers and 147 parents from the six special primary schools for learners with Intellectual disability in Kiambu County. Purposive sampling method was used to select the 6 head teachers, 44 teachers were randomly sampled and 40 parents were conveniently sampled translating to a total of 90 respondents. Questionnaires were used to collect data from the headteachers and teachers. Interview guide was conducted on parents/guardians and observation checklist was used by the researcher to observe learners with Down syndrome in class. Piloting was done at Waithaka special school to enhance validity and reliability of the research instruments. Questionnaires from the respondents were checked for completion. The data was analyzed using Statistical Package for Social Sciences (SPSS) computer program. The findings were presented in form of frequency tables, pie charts and bar graphs. Data collected from the interviews and observation schedules were analyzed using narrative descriptions. Study findings revealed that most of the learners with DS had communication difficulties. The findings further indicated that even though communication books, charts, pictures, visual schedule timetables and drawing items were available in special schools, they were inadequate. Secondary conditions of DS were characterized by fatigue, sleep complications, slow motor developmen, speech problems, poor counting skills, poor memory, lack of competetition among peers and poor social skills. The study concluded that engaging students with Down syndrome based on the individuality of their learning profiles had positive impacts on teachers' experiences. The study recommended that teachers should involve a wider body of professionals in order to improve the secondary conditions of learners with DS. The Ministry of Education should allocate more funds on instructional materials to special schools so that the resources can be adequate for all learners.
Academic Implications of Defiant Behavior Disorder on Performance of Learners with Hearing Impairment in Selected Special Schools, Kilifi County, Kenya
(Kenyatta University, 2022) Ernest, Ommang’ale Linus; George Wairungu Mathenge; Beatrice Bunyasi Awori
This survey aimed to explore the implication of defiant behavior disorder on academic performance of learners with hearing impairment in Kilifi County, Kenya. The study was prompted by the increasing number of learners with hearing impairment in Kilifi county failing to perform academically. The study objectives were to find out common traits of learners with hearing impairment with defiant behavior disorders in Kilifi County, Kenya. Establish how defiant behavior disorder leads to poor academic performance among learners with hearing impairment in Kilifi County, Kenya. To determine the prevalence of defiant behavior disorders in learners with hearing impairment in special schools in Kilifi County, Kenya and lastly to investigate education intervention strategies that were employed to curb defiant behavior disorder while improving academic performance in learners with hearing impairment in Kilifi County, Kenya. Piloting was done at School A for the Hearing Impaired after which further improvements of the research instruments was done. The survey was guided by the Social Learning theory advanced by Albert Bandura (1977). The descriptive survey design was adopted since it depicted the condition of occasions in view of the response from the participants. The target population was four hundred and sixty one respondents while the sample size was one hundred and fifty four respondents. The research instruments utilized were interview, questionnaires and observation schedules. Mixed data analysis methods were employed whereby qualitative data was analyzed by use of themes guided by the survey objectives while quantitative data was analyzed by use of simple descriptive statistics like measures of central tendency, frequency distribution tables, mean, mode, median and measures of dispersion i.e. variance and standard deviation. The study established that the defiant behaviours observed in learners with hearing impairment were mostly psychological including low self-esteem, low confidence and/or depression. Verbal defiant behaviours noted in learners included threatening others, labelling, cheating, gossiping and excluding others from games. These findings also suggest that exposure to family-related conflicts; drug and alcohol abusing parents or caregivers, poverty and trauma were the major factors causing defiant behaviours among learners with HI. The survey concluded that high scores of defiant behavior among learners with HI led to poor performance in class. School administrations need to boost greater parental involvement in the school by including them in the formulation of policies and a behavior management plan to deal with the issue of defiant behaviors especially those that are physical in nature. The Ministry of Education's quality assurance and standard division should make an effort to plan appropriate in-service programs for all teachers and head teachers in the special schools so that they can become informed and sensitive to communication strategies, sign language, and even instructional materials. This will help students do better in school. The study may be of benefit to the Ministry Of Education, Kenya Institute of Curriculum Development, and Teachers Service Commission who are major players in the field of education. Parents‟ guardians and sponsors of learners with hearing impairment with defiant behavior disorder will also be able to understand their learners better.
Adaptations of Schools Environment in Murang' a District to Suit the Requirements of Children with Special Needs
(2014-06-30) Wakahiga, Peter Mbira; Rachel W. Kamau-Kang'ethe; Bunyi, G. W.
This study sought to determine the adaptations made in school environments to suit the needs oflearners with special educational needs (SNE) in Murang'a District of Central Province, Kenya. The study was linked to the eco-systemic theory. The theory expounds on the importance of the interaction between learners and the environment for good development. However in the case of learners with SNE, the environment in public primary schools has to be modified for effective interaction. A sample of 12 public primary schools was randomly selected from the 207 primary schools in Murang'a District. The study adopted a descriptive survey design to determine the adaptations that had been made in public primary schools to make a barrier free environment for learners with SNE. The researcher targeted the headteachers and school management committees Chairpersons as respondents so as to gather information on the environmental modifications done and what remained to be done. An interview schedule and an observation guide were used to collect the information. A pilot study was carried out in two schools which were not included in the main survey. Test-retest method was used to ascertain reliability of the research tools. Data was analyzed and interpreted using percentages and frequencies. Qualitative data was summarized in narrative form. The findings of the study were that, some environmental modifications were done in some schools. However, in most of the schools no environmental modifications were done. In some schools individual learners with visual impartment were bought spectacles while others were bought goats for income generating purpose. In three of the primary schools, some three learners with hearing impartment, mental challenges and physically impairments were taken to special schools for the deaf, school for the mentally handicapped and school for the physically handicapped respectively. The findings show that there is a need to have the primary schools' environments modified to suit learners with various special educational needs since learners with SNE were enrolled in all the primary schools. The researcher recommended the complete modification of the public primary schools environments to make them barrier free for learners with SNE. The researcher also recommended that serious campaign be launched to sensitize the non-disabled learners, teachers, parents, and other stakeholders on the needs of learners with special learning needs.
Adequacy and effectiveness of assistive devices used to instruct learners with physical disabilities: a case of APDK Masaku school, Machakos, Kenya
(2013-03-26) Nyaga, Emily Mukwanjiru
Availability of devices to some learners with physical disabilities makes them function as active members both in school and society. Of interest in this study was adequacy and effectiveness of assistive devices used to instruct learners with physical disabilities at APDK Masaku School. The study was carried out at APDK Masaku School for the physically handicapped in Machakos district, Eastern province of Kenya to: find out different categories of physical disabilities at APDK Masaku, establish the types of assistive devices used in the school, investigate the views of teachers and learners on the adequacy and effectiveness of assistive devices and establish the challenges they faced respectively when using these devices. The study also adopted miller's learning theory for instruction which assumes the notion that learning is influenced by four basic factors. These are motivatiou.cue, response and reward. The study adopted descriptive research Design which helped uncover the nature of factors involved with each research question. The school had a total population of 175 learners, 21 teachers and the headteacher. Target population was 197. The study population was 40, comprising of 32 learners 7 teachers and the headteacher. Data was collected by use of questionnaires, interviews and observation checklists. In the choice of the correspondents, purposive sampling was employed for the selection of the headteacher, teachers and learners The Pilot study was conducted at Joy Town Primary School for physically handicapped Thika, Central province of Kenya since it had similar characteristic as the school of study. The pilot study population was the headteacher, 4 teachers (in charge of academic and social welfare of the learners) and a total of 17 learners from the classes with the highest number of disabilities (8 learners from class 4 and 9 from class 7) were involved. Statistical package for social sciences (SPSS) and Microsoft Excel (Ms Excel) was used to analyse data. Both qualitative and quantitative ways of data analysis were used. Quantitative data from the questionnaires was entered to the computer using data entry programmes and descriptive analyses used to discuss the findings. Qualitative analysis involved description of body of materials studied, coding and tabulating each characteristic and describing the patterns the data reflected. Results revealed that there were learners with varied physical disabilities. It was however found out that only the assistive devices for mobility were adequate but they also lacked an aspect of quality. This is because these devices were big or small in size. Some like the wheelchairs and clutches missed some of their essential parts. This affected their effectiveness. There were challenges faced by teachers such as inability to interpret what learners said as well as being unable to effectively position and seat learners. Learners also faced challenges such as falling off from the devices, breakage of the devices and inability to move independently.
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
Analysis of Determinants of Access, Retention and Education Achievement of Learners with Intellectual Disabilities in Embu Special School, Embu County, Kenya
(Kenyatta University, 2015-10) Nyaga, Daniel Njagi
The study sought to analyze determinants of access and retention of learners with intellectual disability in Embu Special School for learners with intellectual disability in Embu West District. The study adopted a descriptive research design, with both qualitative and quantitative methods. The target population comprised of 140 learners, 20 teachers, 1 Head teacher, 280 parents and 4 EARC officers in Embu special school. The study used purposive sampling to select teachers, head teacher and EARC officers. Simple random sampling was used to select parents and stratified random sampling to select learners. The sample size was 42 learners, 10 teachers, one head teacher, 42 parents and 2 EARC officers. Data w as collected using questionnaires, interview schedules and observation schedules. Data was analyzed using the SPSS software package to yield descriptive statistics. The study established that both rates of the access and retention of learners with intellectual disability in Embu special school were good. The major factors that influence both access and retention of learners in Embu special school are adequacy of financial support, poor levels of community and parental awareness of the importance of SNE for children with ID, limited vacancies, and social stigmatization of learners with ID. The study also established that there was adequate infrastructure, financial support and personnel in the school. The school provided an enabling environment and a flexible curriculum for learners with ID. Majority of learners acquired skills for personal care, eating and social skills. The researcher made the following recommendations: MoEST should increase the financial allocation of a child with ID per year; the government should expand the facilities to accommodate a wider range of children with disabilities; stakeholders should undertake an awareness campaign to highlight the plight of learners with ID; the teachers should receive constant upgrading and updating of their education through in-service programs or through institutionalized study programmes; there is a need to explore in depth the relevance of the curriculum subjected to learners with intellectual disability and future researchers need to investigate the extent of the sensitization given to the communities on SNE.
An Analysis of Determinants of Psycho-Educational Assessment for Learners with Learning Disabilities in Brno City, Czech Republic
(Kenyatta University, 2020-09) Athiende, Joseph Omoga
A comprehensive psycho-educational assessment for learners with learning disabilities (LD) is a significant event for parents, psycho-educational assessors, teachers and leaners. This research study aimed to analyse the determinants of psycho-educational assessment for learners with learning disabilities (LD) in Brno City in the Czech Republic. Psycho-educational assessment for learners with LD remains a challenge in Czech Republic, hence, there is an extensive debate as to how to best improve psycho-educational assessment outcomes. There were several determinants of psycho-educational assessment psycho-educational assessment outcomes for instance psycho-educational assessment plans and legislation. The challenges facing psycho-educational assessment process were also examined. The views of psycho-educational assessment on the overall assessment and the psycho-educational assessor‟s recommendations had a great impact on the decisions that were made for learners with LD. The choice of educational trajectory was contesting and transparent hence not only professionals, but parents had the opportunity to take part in the study. In-depth Interviews were used to investigate issues and to discover how the psycho-educational assessors and teachers thought and felt about the whole process. Interview data from parents of school-age children with LD who had psycho-educational assessments done within the past one year were crucial for the proposed study to find out their experiences with assessment process. Teachers from elementary and primary schools and psycho-educational assessors were interviewed to find out their view about the psycho-educational assessment process for leaners with LD and why they held certain opinions. This study used descriptive research design. Mixed method was used in which both qualitative and quantitative data was collected from primary and secondary sources. In this study critical disability theory (CDT) was used within the paradigm of transformative perspective. The theory recognises disability as a complex socially constructed interrelationship between impairment, response to impairment and the environment. ATLAS.ti computer software was used for conceptualization, coding and categorizing of the qualitative data. The analysis process was enhanced by IBM-SPSS and Microsoft Excel for quantitative data especially for experimenting with different codes, testing relationships and facilitating diagrams of emerging theories. The emphasis of this study was on the determinants of psycho-educational assessments of LD with a focus on the plans, legislative influence, placement options and the challenges facing psycho-educational assessment process of learners with LD. Findings showed that the main challenges in psycho-educational assessment were linked to lack of proper stakeholder collaboration and interests, inadequate funding and resources, time taken in assessment and community backgrounds of the learners. Finding also showed that more boys were diagnosed with LD compared to girls even though they all ended up in similar placements mainly group and individual integration. Most parents did not want their children with LD placed in group integration (dysclasses) due to the stigma association. This study recommends that the government through the Ministry of Education and Sports should address the critical challenge of funding to ensure enough resources including personnel. The education regulations need to be explicit to all stakeholders to ensure maximum degree of inclusion and access to psycho-educational services by learners with LD without discrimination.
Analysis of Educational Assessment Services for Students with Special Needs in Gatagara Schools - Rwanda
(Kenyatta University, 2022) Pierre, Nteziryayo Jean; Nelly Otube; Margaret W. Murugami
The purpose of this study was to analyze the educational assessment services for students with Special Needs (SN) in HVP schools in Rwanda. The objectives of the study were to examine the assessment services available for students with SN, determine the availability of assessment tools, establish whether teachers and assessment officers are trained to assess students with special needs and find out whether there were some education policies supporting assessment of students with special needs. The study was conducted in special and inclusive schools. This study was based on scaffolding model and Multiple Intelligence theories. The scaffolding model theory refers to the practice of providing guidance and support to children as they move from one level of competence to another. The multiple intelligence theory states that children have different ways of learning and different intelligence they use in their daily lives. The target population involved 678 students, 116 schools’ staff and 1 in charge of SNE in the Ministry of Education. A sample of 68 students, 18 schools’ staff and 1 ministry education staff were used. Purposive sampling technique was used to select school staff and Ministry staff. Simple random sampling was used to select students and stratified sampling technique was used to select teachers. The researcher used a questionnaire to collect data from the students, where closed-ended and open-ended questions were utilized to provide needed information for the study. An interview schedule was also one of the techniques that the researcher used to get information from school staff and ministry staff. A pilot study was done to enhance reliability and validity of the researcher instrument. Data collected from the field were edited, coded and analyzed using Statistical Package of Social Sciences (SPSS). Quantitative data were analyzed using descriptive statistics and qualitative data were analyzed using thematic approach. The findings revealed that all students with disabilities were not assessed before they are placed in any educational setting. Majority of schools indicted that schools did not have enough assessment tools. All teachers were not professionally trained to assess students with SN but all have had an in-service training on inclusive teaching approaches. The study revealed that there are policies, and programs that intend to support education of students with special needs. The study recommended that the Government of Rwanda should put in place an EARC centre that can provide appropriate educational assessment services for students with special needs. The Ministry of Education should also equip schools with enough assessment tools and equipment and ensure there is adequate multi-disciplinary team in the schools and organize educational assessment training for teachers and assessors.
Analysis of Educational Services for Learners in Special Primary Schools for Hearing Impairments: A Case Study of Oriental Province in The Democratic Republic of Congo
(Kenyatta University, 2015) Ismael, B. K.
The purpose of the study was to carry out situational analysis of educational services provided for learners in Special Primary Schools for Hearing Impairments in Oriental Province in the Democratic Republic of Congo. The study utilized the case study methodology to collect data from 3 special schools for learners with HI in Oriental Province, involving (3) Head-Teachers, (28) teachers and (15) parents of learners with HI. The respondents were sampled purposively and the sample size comprised 32(n), participants; 3 Head-Teachers, 14 teachers and 15 parents that were chosen from an accessible population of 46 (N). Semi-structured interview with open-ended questions was used to encourage free response from participants and observation during data collection from Head-Teachers and teachers. Data was analysed qualitatively that is it was organized by themes, coded by categories, then interpreted and presented in various forms. The study established that Special Classes were found to be the most preferable mode of educational service for learners with HI. Most of the schools do not have specific strategies for early identification. Further the findings revealed that children were brought to school without being assessed due to lack of Educational Assessment and Resource Centres and majority of the teaching staff had no qualification in special education for HI, most of them were Diploma holders in General Education . The study recommended that the government of the DRCongo adopts and implement specific Policy on special education to support learners with HI. For quality service, emphasis should be placed on developing appropriate tools for early identification and implementation of EARCs to ensure that Learners with HI have access to the assessment service and are placed accordingly. In addition, the government should engage the Non-Governmental Organizations, the faith based organizations and the community in mobilizing resources to implement structures for the training of special Teachers for HI at different levels.
Analysis of Factors Affecting Implementation of Inclusive Education in Regular Secondary Schools in Kilifi County, Kenya
(Kenyatta University, 2018) Kimani, John Njoroge
This study was aimed at carrying out a survey to analyse the factors affecting implementation of inclusive education in regular secondary schools in Kilifi County, Kenya. It was prompted by a previous programme under MoE which trained teachers from selected schools across the country. These teachers were trained to equip them with skills and knowledge to facilitate inclusive education in their schools. However a general survey has shown that inclusive education has not taken off in Kilifi County. The purpose of this study was therefore to analyse factors affecting implementation of inclusive education in regular secondary schools in Kilifi County. The study came up with four objectives. The first was to establish environmental modification for learners with special needs in the selected schools, the second was to determine the type and adequacy of teaching/learning materials for learners with SNE in these schools, thirdly to investigate challenges teachers were likely to face if required to implement inclusive education and the last was to find out the opinion of teachers and students towards including learners with special needs in their schools. The study was guided by ecological system theory by Urie Bronfenbrenner (1992). It adopted a descriptive survey design whereby a survey in regular secondary schools in Kilifi County was carried out. The target population included 4 principals, 88 teachers and 1960 students from four schools. The sample size was 4 principals, 24 teachers, and 392 students. Purposive sampling was used to select schools and their principals. Stratified sampling was used to select students and simple random sampling was used to select teachers and students within a strata. The instruments used were questionnaires, interviews and observation checklist. Validity of instruments was achieved through consultation with supervisors and through piloting. Piloting allowed improvement of the tools before actual data collection. Quantitative data was analyzed using frequency distribution tables, percentages and means while qualitative data was analysed thematically. Analysed data was presented using tables, bar charts and pie charts. The analysed data indicated that none of the four schools under study was prepared for inclusive education. Teaching/learning resources were inadequate, environment was not barrier free and opinion of students towards inclusive education was negative to an extent. The study recommended teachers to be trained in special needs and students in schools to be sensitized on plight of learners with special needs in order for them to embrace inclusive education. The government should also provide funds or resources to facilitate inclusive education.
An analysis of factors influencing low enrolment and retention of girls with disabilities in integrated primary schools, Embu County, Kenya
(2014) Njeru, Idah Muthoni
The study investigated the factors that influenced low enrolment and retention rates of girls with disabilities in integrated primary schools. It further explored possible intervention measures that may be employed to mitigate the situation. The study was conducted in selected schools in Runyenjes (Embu East) and Manyatta (Embu North) sub-counties in Embu County. The location was purposively chosen in order to enable the researcher easy access to the respondents. Again, factors that limit enrollment and retention of girls with disabilities were worth investigating because the government of Kenya provides free primary education for all school going age children although the programme does not address fully the education of children with special needs. Questionnaires, interview schedule and focus group discussion (FGD) were the tools adopted for data collection. The data collected was qualitatively and quantitatively analyzed. That is, thematically and frequencies and percentages. Poverty, low distances to school, negative attitude, time wastage by teachers, drug and substance abuse, security, household chores, boy preference, pregnancies and early marriages were the factors established to influence enrollment and retention of girls with disabilities in school. Based on the findings of this study, intervention is required to advocate for equity and access to education among all children at household and community levels. The government should ensure that parents of girls with disabilities must enroll them in school when they attain school going age and the education of children with disabilities should be made free.
Analysis of guidance and counseling programme at Thika High School for the blind
(2011-12-05) Irungu, Mary Wangari; Wamocho, F. I.; Gatumu, H. N.
Youth with visual impairments need guidance and counseling more than their sighted peers because in addition to the normal turmoil of adolescence, they experience other problems emanating from their disability. The purpose of this study was to analyze the guidance and counseling programme in Thika High School for the Blind. This is the only special residential secondary school for students with visual impairments in Kenya. The study looked at the content of the existing guidance and counseling programme. It identified problems faced by students and analyzed how the teacher counselor identified youth with specific problems and tried to solve those problems. It also tried to find out if the guidance and counseling personnel were adequately trained to handle youth with visual impairments, how supportive the administration, teachers and support staff were towards the guidance and counseling department and how responsive the students were towards the programme. The research adopted Erikson's psychoanalytic theory (1975), in which he divided the life cycle into eight stages of development. The main interest of this study was the fifth stage of Erikson's theory, "Identity versus Role Diffusion", under which adolescents fall. At adolescent stage children with visual impairments may experience a major crisis because many have faced rejection, negative attitudes and social stigma from family, peers and the society. The researcher adopted an observational descriptive survey design. A sample of 22 subjects comprising 16 students, 4 teachers, the deputy principal and the head of guidance and counseling department were selected through purposive sampling and simple random sampling. The study dealt with few numbers because of low incidence population among the girls who are totally blind in form 2N and 3N. Data were collected using questionnaires for students and teachers, an interview schedule for the deputy principal, unstructured interviews for students and observation checklists for human resources and physical facilities. The obtained data were analyzed through descriptive statistics in three stages: data reduction, data display and conclusion drawing. After analyzing data and drawing conclusions, the researcher made various recommendations including suggestions for further research in other areas of disabilities. The major finding of the study is the need to strengthen guidance and counseling services in Thika High School for the Blind. An attempt has been made to put guidance and counseling services in place but there is limited knowledge as to what is expected. There is no specific time set apart for individual guidance and counseling and very limited voluntary response of students to individual guidance and counseling services in the school. The study also found out that there had been no school-based inservice courses, workshops or seminars in guidance and counseling, organized for the members of the school. Due to these findings, the researcher recommended provision of skills through training, in-service courses and workshops in guidance and counseling. The department also needs more attention and financial support from the school administration and from the Ministry of Education.
Analysis of instructional strategies enhancing academic performance among learners with emotional and behaviour disorders in primary schools, Kandara Sub-County, Murang' a County, Kenya
(Kenyatta University, 2015-10) Muhoro, Stephen Gachoka
The study sought to make an inquiry of instructional strategies used by teachers to enhance. academic performance among learners with EBD in primary schools, Kandara Sub-county, Kenya. A descriptive survey design was used for the study in regular primary schools in Kandara Sub-county Kenya. The target population included the head teachers, Teacher cousellors and class six teachers. The sample size constituted 15 headteachers 15 teachers counsellors, 15 class teachers to make a total of 45 subjects from the target population of266 persons. Interview guide, questionnaire and a checklist were used to collect data from the subjects. Observation schedules were also used to establish teaching and learning resources that teachers used. Pilot study was done in Ngurwe-ini Primary school to help determine validity and reliability of the instruments. Data were analyzed using description statistics where the mean, standard deviation, percentages and frequency distribution were used to describe the variables using the statistical package for social sciences (SPSS) version 21. The study findings revealed that; instructional strategies enhanced learning. Also, behavior characteristics hinder learning among learners with EBD. Majority of the teachers interviewed had O-Level certificate as their highest academic level, few had diploma and degrees. Most schools use textbooks as a major resource and ICT has not been integrated. The study recommended that schools should embrace use of ICT as an instructional strategy when teaching learners with EBD.
Analysis of Interventions Teachers Use To Manage Learners with Selected Behaviour Disorders in Primary Schools in Thika Sub-County, Kiambu County, Kenya
(Kenyatta University, 2015-10) Gathua, Joseph Maina
The purpose of this study was to analyze the intervention strategies teachers used in managing learners with selected behaviour disorders in primary schools in Madaraka zone, Thika sub-county, Kiambu County, Kenya. The following objectives guided our study: to establish effectiveness of assessment methods teachers used in identifying learners with selected behaviour disorders, explore intervention strategies teachers used in managing learners with selected behaviour disorders, to investigate challenges teachers faced in managing learners with selected behaviour disorders, confirm the presence of learners with conduct disorder, opposition defiant disorder and anxiety depression disorder in schools under study and lastly to determine the performance of learners with selected disorders academically and in class behaviours. The study used descriptive research design which was appropriate since it enabled the researcher to describe the situation as it existed. A questionnaire was used to collect data and it was piloted at Jamhuri primary school. The targeted population was 149 teachers teaching in Madaraka zone. Simple random sampling was done to select four schools which participated in the study. Further, purposive sampling was conducted to select class seven pupils and their teachers as representative of other classes. 30 out of 33 targeted teachers teaching class seven participated in the study. Data from the research instruments was analyzed and presented descriptively. The study found that the assessment methods teachers used to identify learners with EBDs were not effective, that teachers in selected schools did not use effective intervention strategies to manage behaviour for learners with EBDs. Moreover, it was established that the most serious challenges the teachers faced in managing learners with EBDs was high enrolment/ overcrowded classrooms and lack of specialized training. The study recommends that in-service training for teachers be done with a view of building capacity in the area of identification processes, that Kenya Institute of Curriculum Development to give guidelines on behaviour disorder management. Future research suggestions made includes: to establishing the teacher’s competencies in data collection, recording and analysis and to find out if other disorders other than the selected disorders may be affecting learners in public primary schools. It is hoped that these findings will help stakeholders to come up with effective intervention strategies in managing learners with behaviour disorders as well as add to the existing literature on learner disorders.
Analysis of predictors of behaviour change among children at risk in juvenile rehabilitation centres in Nairobi county, Kenya
(Kenyatta University, 2016-04) Muthomi, Rintaugu J.
The aim of this study was to analyse predictors of behaviour change among children at risk in juvenile rehabilitation centres within Nairobi County, Kenya. The target population was all the children and managers of Juvenile rehabilitation Centresin Nairobi County. This consisted of 380 boys, 160 girls, 8 managers in Kabete and Getathuru and4 managers in Dagorreti rehabilitation Centre, all making a total of 552 respondents. Children at risk in Juvenile rehabilitation Centres within Nairobi County were sampled using probability and non-probability sampling techniques. To obtain a manageable sample from the target population, convenience, purposive, stratified random and systematic random sampling techniques were used respectively. Questionnaires, interview schedules and focus groups were used in the study as tools for data collection. Data collected was entered, coded and analyzed using inferential statistics and SPSS. The qualitative data was organized, analyzed and reported into emerging themes. The study found out that rehabilitation of children at risk in Juvenile rehabilitation Centres was not adequately addressed and it was only those children with severe and profound cases whose misbehaviours transformed to moderate levels. Educationists were left out during assessment, classification, referral and exit stages despite their rich expertise in rehabilitation. The analysis of programmes applied scored below average in terms of behaviour change. Among the predictors, Special needs intervention measures did not exist irrespective of the fact that more than ninety percent of children had special cases. Environment was not barrier free with transitional programmes being inadequate while majority of the staff were untrained in professional courses regarding behaviour change. The researcher recommended a multidisciplinary team in Educational Assessment and Referral Centres before entry into the regular schools. That all the staff should undergo a training in Special Needs Education and the Centres be placed under the Ministry of Education which has adequate personnel required to rehabilitate a child.
Analysis of predictors of participation in learning among learners with cerebral palsy in special and regular schools in Thika Municipality, Kiambu County, Kenya
(2015-05) Kamau, W. A.
The purpose of this study was to analyze predictors of participation in learning among learners with cerebral palsy in special and regular schools in Thika Municipallity, Kiambu county,Kenya.objectives of study were factors within the school that predict participation of learners with CP, opinion of teachers towards children with CP in a classroom and identify challenges faced by learners with CP in relation to participation in learning. The study was based on social learning theory wich posits that, people learn from one another via observation, imitation and modeling. The study mainly employed qualitative and quantitative approach as this enabled the researcher to obtain data needed in clarification, and explaining the predictors. The research design was descriptive survey design. The target population was all learners with cerebral palsy in Thika Municipality. The sample of the study included 10 learners with cerebral palsy. Other respondents were 3 Headteachers and 22 teachers. Data collection was by use of questionnaire, interview guides, and observation. A quantitative approach was employed based on questionnaires containing closed-ended questions, which were administered to teachers and pupils. A qualitative approach was employed based on a semi-structured interview schedule containing open-ended questions which were conducted on Headtechears. An observation checklist was used to collect information about activities performed by the children with CP and facilities and equipment used in the schools. The data collected were coded and analyzed manually. The codes were fed into a computer and analyzed using Statistical Package for Social Sciences (SPSS) procedure to yield descriptive statistics such as frequency and percentages hence presented in tables, and figures. The findings established that the environment was not suitable for CP, there were few support staff, teachers had diverse opinion on CP learners and used regular curriculum. In conclusion there was lack of funds, personnel, adapted materials, trained teachers and the adapted curriculum. Recommendations are government to add funds, adapted curriculum by KICD, train teachers on CP and KNEC to modify exams.
Analysis of Special Needs Educational Support Services on Academic Performance of Learners with Physical Disabilities in Kiambu County, Kenya.
(Kenyatta University, 2021) Ndung’u, Pauline Njeri; Dr. Fransiscah I. Wamocho; Dr. Nelly W. Otube
The purp ose of this study was to analyze special needs educational support services on academ ic performance of learners with physical disabi lities in Kiambu County, Kenya. The objectives of the study were to find out how provision of mobility and self help skills influence academic performance of learners with physical disabilities, find out how provision of counseling and medical skills influence academic performance of learners with physical disabilities, find out how multidisciplinary services are offered to learners with physical disabilities and determine the challenges faced by teachers and professionals in providing support services to learners with physical disabilities. The study adopted survey research design, employing survey method to achieve the objectives. The study was guided by Social Cognitive Theory The target population for this study was 120 learners with physical disabilities, 400 teachers and 12 professionals such as social workers, counselors, nurses and occupa tional therapists. P urposive sampling was used to select four professionals and stratified ra ndom sampling technique was used to select thirty six learners and one hundred and twenty teachers. Q uestionnaires were used to collect information from learners and teachers and interview guide to collect information from professionals . The quantitative data was sorted, coded an d keyed into Statistical Package for Social Sciences (SPSS) software and presented using descriptive statistics where tables of frequencies and percentages were used. The qualitative data was edited, organized into themes and categories and presented in di scussion form. The find ings revealed that support services helped the learners to participate in class, socialize with others and improved the performance of the learners. There was collaboration with professionals and teachers . The counselors, social work er and teachers mostly visited the schools and professionals faced challenges such as heavy workload, financial problems and some parents were uncooperative when called upon by the professionals. The conclusion of the study was that support services helped the learners to participate and socialize hence improved performance of learners. The recommendations were as follows: School management of learners with physical disabilities should be keen in provision of adequate self help skills to learners by employi ng an occupational therapist. School administration should employ nurses to offer medical services to learners, the ministry of education should deploy more professionals for schools with learners with physical disabilities and provide funds for buying mat erials and equipment and the parents should be encouraged by schools to be cooperative with professionals.
Analysis of Strategies used in Teaching Adapted Physical Education to Learners with Physical Disabilities in Nyakach District, Kenya
(2014-08-18) Awuor, Marilyn
This study sought to establish the strategies used by teachers in adapting physical education to learners with physical disabilities. The study was guided by Sherrill’s Adaptation Theory (1995) which emphasizes the interaction between the teacher, the learner and the environment. The theory is relevant in that it describes, explains and predicts strategies for change in psychomotor behavior which is the basis of adapted physical education. A descriptive survey design was used for the study that was carried out in Integrated Primary Schools for learners with Physical Disabilities in Nyakach District. The study targeted 8 administrators, 74 teachers of adapted physical education and 175 learners with physical disabilities: a sample size of 93 participants; 6 administrators, 39 teachers of adapted physical education and 48 learners with physical disability were used for the study. The administrators and teachers were purposively sampled while learners were stratified along gender lines then a simple random sample done. Interview guides were used to collect data from the administrators; questionnaires were used for teachers and learners. Observation schedules were used to observe adapted PE lessons, the availability, adequacy and adaptation of facilities and equipment. Data was analyzed using descriptive statistics. The study established that the APE teachers used various instructional strategies that included assessment, planning, task analysis, adaptations and modifications and that the schools had inadequate facilities that were not adapted to suit learners with physical disabilities. As a result of the findings the researcher has recommended that short courses and in-service training be offered for the teachers and that the government to mobilize and increase resource allocations to schools practicing integration.
Analysis of strategies used in teaching speech and language: a case study of Machakos School for the deaf, Kenya
(2013-03-19) Laki, Peninnah Mbaluka
The aim of this study was to investigate how learners with hearing impairments acquire speech and language skills. The learners with speech impairments are found in developed and developing countries. In developed countries, advanced technology of speech and language training has been in use for a long period compared to developing African countries. As such, speech and language skills among the HI in those countries were well-developed. This study was carried out in Machakos School for the Deaf, Machakos County, Kenya which caters for learners With hearing impairment not only from Kenya, but also from other countries of East Africa. Data was collected from teachers' experiences, levels of training in the field of special education, on job-trainings and parental involvement. The objectives of the study were: specialized qualifications of teachers who taught speech and language to learners with the hearing impairment, the strategies used in teaching speech and language to learners with hearing impairment, the equipment and facilities available in the school to teach speech and language to learners with hearing impairment, the assessment of speech and language readiness for learners. with hearing impairment, the role played by parents in speech and language acquisition for their children with hearing impairments and the challenges faced by headteacher, teachers and parents in training speech and language to learners with hearing impairment. Target population was 89 subjects. The research adopted mixed method approach design. Machakos School for the Deaf was purposely selected for the study because it was used by the MOEST for pilot study on total communication in 1988. Quantitative and qualitative data was collected using questionnaires and interview guides from pupils, teachers, headteacher and parents respectively. A pilot study was carried out to establish the validity and reliability of the research instruments. Descriptive statistics in SPSS such as frequency tables, percentages and graphs were used to analyse quantitative data while thematic texts were used to analyze qualitative data. Data was then analysed to generalize conclusions on the findings of the study. The study showed that the standard two teacher was more conversant with various speech and language strategies of teaching the learners with hearing impairments. However, they preferred using sign language that is indicating a limitation on teachers' competence to meet the diverse needs of learners with hearing impairment especially the hard of hearing category who are good at speech training skills. Thus, it is recommended that teachers for learners with hearing impairment should be in-serviced and trained to equip them with knowledge and skills on speech training. Further research should be done to determine the effectiveness and competence of teachers in educating learners with hearing impairment in special schools for the Deaf.
Analysis of teachers’ competencies, teaching and learning strategies teachers use to educate pupils with learning disabilities in regular public primary schools in Thika West district, Kiambu county: Kenya
(2013-03-21) Njuguna, Milka Njeri
The study aimed at establishing the professional qualifications of teachers educating learners with learning disabilities. It also intended to investigate whether teachers in regular public schools are able to identify and assess learners with learning disabilities. Another aim was to establish the teaching, learning strategies and materials used by teachers when educating learners with LD. Finally, the study intended to find out whether there were collaborative structures and support that have been put in place in schools to help learners with LD. The study adopted both qualitative and quantitative research approaches where mixed methods design was used to collect and analyze data from headteachers, teachers and learners. The study embarked on interviews for headteachers by use of structured interview schedule, semi-structured\fuestionnaires for teachers and finally a lesson observation schedule for learners with LD and materials utilized in classroom. The study was conducted in Thika West District, Juja zone. Purposive sampling was used to select the district, schools, classes 1-4, headteachers and teachers. Learners with learning disabilities were randomly selected after being identified through the use of an identification tool containing characteristics of LD. Identification was done four weeks prior to the study. The sample size comprised 4 headteachers, 32 teachers and 64 learners making a total of 100 respondents. Data collected were analyzed both quantitatively and qualitatively. Quantitative data from the questionnaires for teachers and observation schedule for the learners and materials were analyzed using statistical package of social sciences (SPSS). Data collected using an interview schedule and open-ended questions from questionnaires were analyzed qualitatively. The results were obtained and presented based on the objectives and questions formulated for the study. The study found that all teachers had professional qualifications to teach classes 1-4 but majority had not specialized in the area of LD. However, though headteachers had special education training, tpere was no evidence of support of LD. None of the headteachers had started an LD 'programme in their respective schools. The study also found that though teachers claimed to have knowledge of identifying learners with LD, they did not have any identification tool in class. The study also found out that the teachers used a variety of teaching methods but they experienced difficulties helping the learners. In collaboration, the study found out that teachers worked together in identification, instructing and assessing learners with LD among other areas but needed more training to enhance their skills in collaboration. The study concluded that inadequate knowledge for identification of LD and failure to use an identification tool in class could be the possible reason why teaching and learning strategies used by teachers could not work. This is because individual learners with LD were not identified and the skills deficit were also not identified hence appropriate intervention not done. The study recommended that the Ministry of Education facilitate workshops and in-service training for teachers to enable them acquire modern teaching and learning methods. KIE to ensure that standardized identification and assessment tools and modified teaching materials are developed. Finally, pullout programms initiated in schools so that learners with specific learning difficulties can be assisted by the resource teacher and joins the rest in class.

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