RP-Department of Special Needs Education

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Access arrangement practices, its effectiveness and influence on the performance of learners with dysgraphia in public lower-primary schools in Vihiga County, Kenya
(European Journals of Education Studies, 2024) Mulima, Emmanuel Ian; Muthee, Jessina; Karia, Mathew
The study explored the access arrangement practices, their effectiveness, and their influence on the performance of learners with dysgraphia in public lower-primary schools in Emuhaya Sub-County, Vihiga County. This study was anchored on Robert Gagne’s Conditions of Learning theory, proposed in 1965. A descriptive research design was adopted. The study aimed to include all 163 learners diagnosed with dysgraphia enrolled in lower public primary schools within the Emuhaya sub-county. Additionally, the study targeted 16 headteachers from public primary schools, 153 teachers, and 10 subcounty Education officers in the same sub-county. The researcher utilized stratified sampling to select 5 public primary schools. Purposive sampling was used to select 5 headteachers from the sampled schools. Similarly, purposive sampling was employed to select 6education officers from the Emuhaya sub-county. The researcher sampled 50 lower primary school teachers and 50 learners identified with dysgraphia from grade 1 to grade 3 in the sampled schools using simple random sampling. The researcher employed a combination of open and closed questionnaires, as well as interview guides, to gather data from different categories of participants. A pilot study was conducted in two public primary schools, which were not included in the main data collection. Qualitative data underwent content analysis, while quantitative data was analyzed using frequencies and percentages with SPSS. Results indicated that schools in Emuhaya utilized various access arrangements for students with dysgraphia. Dysgraphia was found to impact academic performance negatively, but with intervention, student performance improved by 5%–10% in successive exams. Students reported a positive change in attitude towards education due to the intervention, feeling supported by the school. The study concluded that access arrangements have an impact on the academic performance of students with dysgraphia. Before the intervention, dysgraphia hurt students' academic performance, as evidenced by poor performance in previous exams. The study recommended that the government need to implement a systematic identification method for documenting students with learning disabilities early in their academic journey. Early identification and intervention can significantly improve outcomes for dysgraphia students and facilitate timely support and resources. Schools should prioritize the implementation of recommended interventions to support dysgraphia students, promote inclusivity, and foster a positive attitude towards education among all students, regardless of their learning needs.
Addressing Inclusive Education for Learners with Disabilities in the Integrated Education System: The Dilemma of Public Primary Schools in Kenya
(Taylor & Francis, 2020) Ohba, Asayo; Malenya, Francis Likoye
This paper explores the challenges and prospects of inclusive education for learners with disabilities in the integrated education system in Kenyan primary schools. Data were collected in five and nine public schools in Nairobi and Marsabit respectively, by means of questionnaires administered to 126 teachers, semi-structured interviews with 14 head teachers or their deputies, and one focus group discussion. County education officials were also interviewed. The findings reveal that although the integrated education system is dominant in Kenya, local schools that accommodate learners with disabilities put much effort into creating an inclusive setting. This paper appreciates the challenges and potential associated with inclusive education and thus recommends deeper reflection on the operationalisation of inclusive policies in the context of Kenya.
Analysis of Guidance and Counseling Program at Thika High School for the Blind, Kenya
(ERIC, 2010) Wamocho, F. I.; Irungu, Mary Wangari
The purpose of this study was to analyze the guidance and counseling program at Thika High School for the Blind, the only residential secondary school for students with visual impairments in Kenya. The study examined the content of the existing guidance and counseling program and whether the teacher counselors were adequately trained to handle the youth with visual impairments. The study adopted the fifth stage of Erikson's psychoanalytic theory (1975), "identity versus role confusion" under which adolescents fall. The theory states that at adolescent stage, the youth with visual impairments experience a major crisis due to rejection, negative attitudes, and social stigma from family, peers and society. The study was descriptive and included observations and a survey design. A sample of 22 subjects which comprised of 16 students who were conveniently sampled plus 4 teachers, 1 deputy principal and 1 head of guidance and counseling department who were purposively sampled. Data were collected through questionnaires supplemented by an interview schedule for the deputy principal, unstructured interview schedule for students, and observation checklists for human resources and physical facilities. The study found that there is need to strengthen guidance and counseling services in Thika High School for the Blind through school-based in-service courses, workshops and seminars for teacher counselor. (Contains 2 tables and 1 figure.)
Analysis of Interventions Teachers Use to Manage Learners with Selected Behavior Disorders in Primary Schools in Thika Sub- County, Kiambu County, Kenya
(International Institute of Science, Technology and Education, 2015) Gathua, Joseph; Muthee, Jessica; Murugami, Margaret; Tekle, Tesfu
Identification process is an important element of behavior disorder management in schools. For proper behavior management teachers need to identify learners with behavioral disorders in order to design intervention programs befitting their educational needs. Therefore, the purpose of this study was to analyze the intervention strategies teachers used in managing learners with selected emotional and behavior disorders (EBDs) in primary schools in Madaraka zone. The objectives were; to establish effectiveness of assessment methods teachers used in identifying learners with selected behavior disorders and to explore intervention strategies teachers used in managing learners with selected behavior disorders. The study used descriptive research design which was appropriate since it enabled the researchers to describe the situation as it existed. A questionnaire was used to collect data. Simple random sampling was done to select four schools which participated in the study. Purposive sampling was used to select a sample size of 30 class seven teachers. 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 and that teachers in selected schools did not use effective intervention strategies to manage behavior for learners with EBDs. The study recommends that in-service training for teachers be done with a view of building capacity in the area of identification processes and that Kenya Institute of Curriculum Development to give guidelines on behavior disorder management. The significance of the study findings is that it could help stakeholders to come up with effective intervention strategies in managing learners with behavior 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
(International Institute of Science, Technology and Education, 2016) Rintaugu, James Muthomi; Muthee, Jessina
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 Centres in Nairobi County. This consisted of 380 boys, 160 girls, 8 managers in Kabete and Getathuru and 4 managers in Dagorreti rehabilitation Centre, all adding up to 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 determinants 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 while majority of the staff were untrained in professional courses regarding behaviour change. The researcher recommended that all the staff of Juvenile Rehabilitation Centres to undergo training in Special Needs Education. That all the Juvenile Rehabilitation Centres be moved from Ministry of Labour and Social Services and be placed under the Ministry of Education which has adequate personnel required to rehabilitate a child.
Analysis of professional qualifications of teachers educating learners with disabilities in regular public primary schools in Thika West District, Kiambu County: Kenya
(Nairobi academic Press, 2013-07-01) Njuguna, Milka Njeri; Otube, Nelly; Runo, M. N.
The study aimed at establishing the professional qualifications of teachers educating learners with learning disabilities. It embarked on interviews for head teachers, semi-structured questionnaires for teachers and finally a lesson observation schedule for learners with learning disabilities. The study was conducted in Thika West District. The sample size comprised 4 head teachers, 32 teachers and 64leamers making a total of 100 respondents. Data collected were analyzed both quantitatively and qualitatively. The findings of the study were that all teachers had professional qualifications to teach classes 1-4 but the majority had not specialized in the area of ill. The teachers did not have knowledge and tools for identifying learners with ill.~~study concluded that inadequate knowledge for. identification of ill and lack of appropriate identification tools could be the reason why learners with ill were not receiving appropriate instruction. The study recommended that the Ministry of Education facilitate workshops and in-service courses for teachers to enable them acquire adequate knowledge in identification of these learners. There is a need to develop standardized identification and assessment tools.
Analysis of the Adaptations Required for Access and Retention of Learners with Visual Impairments in Regular Universal Primary Education (UPE) Schools
(International Knowledge Sharing Platform, 2018) Niyisabwa, Odette Tumwesigye; Munyi, Chomba; Muthee, Jessina M.
The purpose of the study was to analyse the adaptations required for access and retention of Learners with Visual Impairments (LVI) in regular Universal Primary Education (UPE) schools. The study was conducted in seven districts within South Western Uganda.The objectives of the study were to determine the curriculum adaptations that had been put in place to suit the needs of LVI, and to establish the physical adaptations that had been put in the environment to facilitate access and retention of LVI in regular UPE schools. The study adapted the theory of access by Ribot and Peluso (2003) which deals with all possible means by which a person is able to benefit from things, and it was supplemented by the theory of adaptation by Sherrill (2008) which deals with strategies to enable a person achieve the stipulated rights. The target population was learners with visual impairments (LVI) from established integrated schools and from regular UPE schools, Teachers of LVI from established integrated schools and from regular UPE schools, head teachers from established integrated and regular UPE schools, plus inspectors of schools incharge od Special Needs Education. This paper presents findings obtained through a mixed method research design involving both qualitative and quantitative descriptive methods with a sample of 147 respondents. Raw data was obtained through questionnaires, interviews, observation and Focus Group Discussions (FGDs). The Qualitative data was analysed using thematic anslysis and descriptive statistical analysis. The main findings were that there were almost no curriculum adaptations made in the regular UPE schools due to lack of training of teachers on how to implement the newly modified curriculum which had provisions for Special Needs Education; and both regular UPE schools and established integrated schools lacked most of the required adaptations to enable LVI easily access the learning facilities and the general school environment. Overall, the school administrators and teachers generally lacked preparedness to make environmental and curriculum daptations for LVI. The study recommends a comprehensive training of teachers in curriculum adaptations for LVI through short courses, and sensitization to the school administrators and teachers of both regular UPE schools and established integrated schools to aggressively put in place the physical adaptations that were required in order to create accessible physical environments for LVI.
Assessing sense of school belonging across cultural contexts using the PSSM: measurement and functional invariance
(SAGE Publications, 2016) Abubakar, Amina; Van de Vijver, Fons J. R.; Alonso-Arbiol, Itziar; Suryani, Angela O.; Pandia, Weny Savitry; Handani, Penny; Arasa, Josephine; Mazrui, Lubna M.; Murugumi, Margaret
Despite its popularity, the factorial structure of the Psychological Sense of School Membership (PSSM) Questionnaire remains controversial. The current study set out to clarify its structure across different cultural contexts. The study was carried out among 1,928 adolescents aged 11 to 20 years in the Netherlands, Kenya, Indonesia, and Spain. Item-based measurement models with a single factor did not show a good fit. A bifactor method (defining a method factor for negatively worded items) did not show a good fit either. However, when items were combined per target to be rated (school, student, teacher, other people, and self), measurement invariance of a one-factorial model was found. Internal consistencies observed across the cultural groups studied were high. In addition, an evaluation of functional equivalence indicated that the relationship between PSSM and life satisfaction was invariant across countries. Implications for assessment and future directions are discussed. Keywords: PSSM, Measurement Invariance, Functional Invariance
Assessment of Autism Spectrum Disorder: Improving Screening and Diagnosis in Kenya
(EJSIT, 2024) Kondiek, Laetecia; Wairungu, George
One hallmark feature of Autism Spectrum Disorder is poor socio-communication skills. Almost every individual with ASD exhibits this challenge. Diverse research-based intervention strategies exist to ameliorate that. Effective intervention starts with timely assessment and diagnosis. This article explores the different assessment procedures inclusive of screening and diagnosis of Autism Spectrum Disorder. Precisely, it reviews available assessment methods, screening tools, parental perception and the general global diagnostic criteria. The article also highlights the significance of timely and accurate diagnosis in improving the quality of life of a child with ASD. This is an in-depth qualitative research reviewing literature from research findings published in renowned peer-reviewed journals. Among the challenges faced in the diagnosis process are stigmatization, lack of trained personnel, and culturally insensitive assessment tools with the majority of parents registering their dissatisfaction with the entire diagnostic process. This paper ends by giving recommendations to the government and related stakeholders.
Assessment of Teachers’ Preparedness to Teach Learners with Visual Impairments in Regular Universal Primary Education (UPE) Schools
(International Knowledge Sharing Platform, 2018) Niyisabwa, Odette Tumwesigye; Munyi, Chomba; Muthee, Jessina M.
Teachers in Uganda have the obligation to give quality Education to all the learners in their classrooms including those with visual impairments. The preparedness of teachers to teach learners with visual impairments in regular UPE schools in South Western Uganda was examined. The study was conducted in seven districts within South Western Uganda. The objectives of the study were to establish the Braille skills possessed by teachers, and to determine the availability of adapted materials, equipment and devices for LVI. The study adapted the theory of Ribot and Peluso (2003) which deals with all possible means by which a person is able to benefit from things, and it was supplemented by the theory of Sherrill (2008) which deals with strategies to enable a person achieve the stipulated rights. The target population was learners with visual impairments (LVI) from established integrated schools and from regular UPE schools, Teachers of LVI from established integrated schools and from regular UPE schools, head teachers from established integrated and regular UPE schools, plus inspectors of schools incharge od Special Needs Education. This paper presents findings obtained through a mixed method research design involving both qualitative and quantitative descriptive methods with a sample of 147 respondents. Raw data was obtained through questionnaires, interviews, observation and Focus Group Discussions (FGDs). 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 main findings were that teachers of LVI in regular UPE schools generally lacked Braille skills, and even those from established integrated schools who possessed some Braille skills lacked skills in full mathematics Braille notation. Findings also revealed that regular UPE schools generally lacked optical devices, and the only adapted materials that were available were contrast enhanced chalkboards. Overall, the teachers in regular UPE schools generally lacked preparedness to teach LVI. The study recommends a full Braille course for teachers of LVI in regular UPE schools; and refresher courses in Full mathematics Braille notation for teachers in established integrated schools. The study also recommended local production of styluses, Abaci and shapes for LVI at low or no cost. This finding implied a need to guarantee specialized training to teachers of LVI, which would only be achieved through the provision of financial resources to support their preparedness.
An assessment of the conditions requisite for learning Kiswahili language by learners with hearing impairment in Mumias Primary School for the Deaf in Kakamega County, Kenya.
(2014-10) Namalwa, Makokha C.; Awori, Beatrice B.; Masinde, E.
In Kenya, Kiswahili is important, not only as a national and official language in Kenya, but as a compulsory subject in primary and secondary school curricula. There has been an outcry by various stakeholders that learners perform poorly in Kiswahili in both local and national examinations. The focus of this paper is to assess the availability of the conditions requisite for excellence and educational resources used in teaching and learning Kiswahili among the hearing impaired learners. The study was carried out at the Mumias School for the Deaf in Kakamega County, Kenya. The school was purposively selected because all the pupils in the school had hearing impairment. A sample size of six teachers and thirty-two pupils was involved in the study. The study was guided by the behaviourist theory of language acquisition which emphasizes language learning through Stimulus-Response-Reward (S-R-R) chains. It employed qualitative approach as a major research methodology and was carried out in the form of a case study. Quantitative analysis was used to compare KCPE results between Kiswahili and other subjects in the school. The instruments used for data collection were: non-participant observation guide, three interview guides for the head teacher, Kiswahili teachers and learners with HI, document analysis and data sheets. Raw data collected was categorized into themes and data presentation was done using frequency distribution tables, pie charts, histograms line graph and descriptive passages. Interpretation of the study findings was done in the light of the tenets of the study guiding theory of Stimulus-Response-Rewards (S-R-R). The study found that performance in Kiswahili was poor due to several reasons, among them being the conditions at the school were not conducive to effective learning of Kiswahili. It was recommended that teachers should revert to the horse-shoe seating arrangement as this would inevitably shift the passive class atmosphere to one that is more interactive and cordial, allowing peer-peer learning to take place. Moreover, classrooms should be flooded with play things especially in lower classes to facilitate more Kiswahili language experiences. A change in policy that would provide KSL training for examination officials in order to improve examination standards and that teachers train learners with HI on how to tackle examination questions.
Assessment on Challenges Teachers Faced in Managing Learners with Selected Behavior Disorders in Primary Schools in Thika Sub-County, Kiambu County, Kenya
(Online International Interdisciplinary Research Journal, 2015) Gathua, Joseph; Muthee, Jessina; Murugami, Margaret; Tesfu, Tekle
The area under study up surge in problem behavior disorders among learners and this affect their academic performance. The purpose of this study was to assess the challenges teachers faced in their endeavors to manage learners with Emotional and Behavior Disorders (EBDs) in primary schools in Madaraka zone. The study objectives were to investigate challenges teachers faced in managing learners with selected behavior disorders, to confirm the presence of learners with conduct disorder, opposition defiant disorder and anxiety depression disorder in schools under study and to determine the performance of learners with selected disorders academically and in class behaviors. To describe the situation as it existed, the study used descriptive research design. Simple random sampling was done to select four schools and a sample size of 30 class seven teachers was selected through purposive sampling. Data from the research instruments was analyzed and presented descriptively. The study revealed 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 inservice training for teachers be done with a view of building capacity to face the challenges with the EBDs, that Kenya Institute of Curriculum Development to give guidelines on behavior disorder management
Attachment and psychological well-being among adolescents with and without disabilities in Kenya: The mediating role of identity formation
(Elsevier, 2013-10-05) Mazrui, Lubna M.; Murugami, M.; Abubakar, Amina; Alonso-Arbiol, Itziar; Van de Vijver, Fons J.R.; Arasa, Josephine
The current study is aimed at evaluating the relationship between attachment and identity development, and their influence on psychological well-being in adolescents with and without disabilities in Kenya. The sample was composed of 296 adolescents (151 with disabilities and 145 without any disability). The mean age in our sample was 16.84 years (SD = 1.75). Adolescents with disabilities had significantly lower scores in identity formation, paternal attachment, and life satisfaction. A path model indicated that identity formation partially mediated the relationship between secure attachment and psychological well-being. Our findings indicate that both parent and peer attachment play an important role in the identity formation and psychological well-being of adolescents in Kenya, irrespective of a disabling condition. A multigroup analysis indicated that while the structure of the relationship between variables held for groups, the pattern and strength of the relationships differed. Implications for practice, especially the guidance and counseling services in schools, are discussed.
Attitudes of Learners with Low Vision towards Learning Mathematics in Integrated Public Primary Schools in Nairobi County, Kenya
(Center for International Research Development, 2020) Chege, Mary Wairimu; Chomba, Joel Muriithi; Mbugua, Paul Kamau
The purpose of this study was to investigate attitudes of learners with Low Vision towards learning Mathematics in integrated public primary schools in Nairobi County. The study adopted a descriptive research design and survey methods. The researcher targeted learners with low vision without other disabilities in classes 4 to 8 as the respondents in order to gather information for the study. Questionnaires were used to collect information from the twenty learners with Low Vision. Test-retest method was used to ascertain the reliability of the research instrument. The quantitative data was analyzed using means, standard deviations, frequencies and percentages. The finding of study was that learners with low vision had a negative attitude towards Mathematics which did not differ across gender. On the basis of these findings, the study recommended that the Kenya government through the Ministry of Education, NonGorvernentsl Organizations and parents to give priority towards the provision of adequate instructional materials for teaching and teachers should be in-serviced in the use of individualized education programme. A fund be set aside for modifying the environment by the government and be increased in all integrated public primary schools.
Behaviour Disorders Related to Drug Abuse Among Secondary School Students in Kenya
(2014) King’endo, Madrine
The purpose of this study was to find out the behavior disorders displayed by secondary school students as a result of substance abuse. This would assist to train teachers on specialized intervention methods so that they can have knowledge on how to curb drug menace in learning institutions. The students were interrogated about substance abuse practices, use and the factors that lead them to abuse substances. Questionnaires were used to collect data from students and teachers involved in guiding and counseling programs. The findings indicate that students abused drugs and substances and reacted differently, developing different behavior disorders. Their responses revealed that there was no drug abuse program in schools and student addicted to drugs were not attended to. What the teachers revealed indicated that they did not have any training on drug abuse problems and lacked skills and knowledge to deal with drug related behavior disorders among students. Future research and implications for teacher training are discussed..
Braille competency among blind learners: materials and teacher factors in thika and Meru, Kenya
(Nairobi Academic Press, 2014) Njue, S. W.; Njoroge, M.; Chege, Fatuma N.
Braille remains the main medium of reading and writing among persons with blindness the world over. This study aimed at establishing factors that have continued to affect Braille competency among young beginners in Kenya. The study was carried out at Thika school and St. Lucy School, both of which are among the largest schools for learners with visual impairment in Kenya. The study adopted a descriptive survey design which involved asking questions to a sample of participants representative of the population. The study revealed that-a significant number of teachers teaching Braille had not undergone any training in Braille. Resources and facilities used in teaching Braille were not adequate.
Braille Literacy Levels among Learners With Visual Impairment in Special Schools in Kenya
(education@oapub.org, 2021) Wanjai, Serah; Murugami, Margaret; Bunyasi, Beatrice
Effective education ensures that students are able to fully participate and benefit from it, regardless of whether they have impairments or not. Good vision is important for students at all stages of learning as it helps them reach their academic potential. It is paramount that students with visual impairment are proficient in Braille so that they are not disadvantaged academically since Braille remains their main medium of communication. Previous studies have ventured into academic performance of learners with visual impairment, however, nothing much is known about their Braille proficiency level. Braille reading tests were administered to forty-seven class eight and form four students in special schools for learners with visual impairments to establish their Braille literacy level. Semi structured interviews were used to solicit more information from four head teachers and a questionnaire used for sixteen teachers in the schools under study. Data was analyzed qualitatively along the common themes identified. The results established that Braille literacy level among primary school children was rather low. However, the case was quite different among high school students. There was no uniformity in the way schools arranged to teach their students Braille. Braille literacy could be improved if strategies were set to teach children with visual impairment Braille and ensure that they were proficient in it
Career Aspirations as a Predictor of Academic Achievement of Learners with Hearing Impairment in Special Secondary Schools in North Eastern Nigeria
(IJSRA, 2023-08) Magaji, Yahya Umar; Awori, Beatrice Bunyasi; J. M., Muthee
This study focused on career aspirations as predictor of academic achievement among learners with hearing impairment in special schools in North eastern Nigeria. Correlation research design was adopted for the study. Total 351 learners with hearing impairment in Senior Secondary Two (SS II) was selected based on multistage sampling technique across five special schools in North Eastern Nigeria. The instruments for data collection are Learners’ Career Aspiration Questionnaire (LCAQ), and English Language Pro forma (ELP). Data gathered from the respondents were analyzed using Pearson product moment correlation and Analysis of Covariance (ANCOVA) at a 0.05 alpha level. The study found a strong relationship between career aspiration and academic achievement of learners with hearing impairment in English language in North Eastern, Nigeria. However, gender did not correlate with career aspiration of students with hearing impairment toward their academic achievement. The study concludes that career aspiration can independently enhance students’ academic performance. The study recommends among others that teachers should work toward boosting career aspiration of their students through constructive teaching approach that will make education look achievable and admirable to them.
Causes of armed ethnic conflict and the implication for peace education in Nakuru county, Kenya
(Nairobi Academic Press, 2014) Wangeci, N. L.; Njoroge, M. N.; Manyasa, E.
This study sought to find out the causes of ethnic armed conflict in Nakuru County and the implication for peace education. The study objectives were to find out peoples' experiences and constructions of armed ethnic conflict. The study adopted a case study using phenomenology research design based on qualitative procedures. The population of the study was ethnic communities in Nakuru County which included children, teachers, and parents,' leaders and other stake-holders. The sample size comprised a total of 18 children, 9 Head teachers, and 18 class teachers for the study. It also comprised 18 parents and guardians for both male and female-headed households. Four instruments were used to collect data: an interview schedule, open-ended questionnaire, Focused Group Discussions and essay writing. Data collected was qualitative and its organization, analysis, and interpretation were guided by Hycer's Explicitation Method. Findings revealed that land, politicians, and media were causative factors of armed ethnic conflict. The study therefore recommended government to resolve land issues, and that politicians and the media to be an instrument of peace and co-existence.
Challenges of Development and Implementation of Individualized Education Programme by Teachers of Learners with Intellectual Disabilities in Kisumu and Nairobi Counties, Kenya
(International Journal of Research and Innovation in Social Science (IJRISS), 2020) Olewe-Nyunya, Alice A; Wamocho, Franciscah I.; Wa Munyi, Joel M. S.
This was a descriptive study which sought to explore the challenges encountered by teachers of learners with intellectual disabilities in schools and units in Kisumu and Nairobi counties, Kenya. The sampling techniques in this study were purposive sampling and stratified random sampling. The sample size constituted of 9 special schools, 41 units, 9 head teachers and 105 teachers. Mixed methods were used to collect data. The questionnaire and observation schedule. The research instrument used were questionnaires with Likert scale of 1 – 5 (1 – Strongly disagree, 2- disagree, 3 undecided, 4 agree, 5 strongly agree) was used to collect the data after which statistical package for social science (SPSS) software version 22 was used to analyze the data. Quantitative data from the questionnaire with Likert scale was analyzed using descriptive statistical analysis. The major findings of this study were the challenges encountered by teachers in developing and implementing IEP for learners with intellectual disabilities. They included the following: Lack of adequate teaching aids, absenteeism of learners, lack of cooperation from parents, limited time for meeting of multidisciplinary team, lack of teaches confidence in developing and implementing IEP, lack of administrative support, lack of financial resources for communication and lack of adequate time to implement the IEP. This study recommended that teachers should have adequate teaching aids. They need to be confident in developing and implementing IEP. The cooperation from parents is required and is necessary for proper development and implementation of IEP. More time is needed by teachers in developing and implementing IEP with learners with intellectual disabilities.

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