PHD-Department of Special Needs Education

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Academic impediments students with visual impairments encounter in the Colleges of University of Rwanda
(Kenyatta University, 2015-08) Nasiforo, Beth Mukarwego
The Purpose of this research was to investigate academic impediments students with visual impairments encounter in the colleges of the University of Rwanda. This study addressed the following objectives: the suitability of teaching methods used in colleges of the university of Rwanda to accommodate students with Visual Impairment; lectures ability to adapt to the learning/teaching resources available in public colleges to suit academic needs of students with visual impairments; determine the extent to which lecturers adapt the teaching/learning resources and examinations to suit the needs of students with visual impairment; how administrative staff facilitate the learning of students with visual impairments in inclusive colleges and how orientation and mobility affect the learning of students with visual impairments in inclusive colleges. The researcher used descriptive survey design. The study was carried out at the college of arts and social sciences in Huye District in the Southern Province and college of Education in Gasabo District in Kigali city. The target population was 1405 respondents who included deans of faculties, resource room managers, lecturers, all learners with visual impairments and all level four sighted learners. A sample size of 125 respondents was obtained through the use of purposive sampling, stratified random sampling and snow ball methods. Questionnaires and interview guides were used to collect data. Content validity was tested to ascertain whether the item s in the questionnaires were suitable for their task. The correlation indicated that there was a strong positive correlation between two tests of scores where r=0.829 for the lecturers questionnaire and 0.801 for the students questionnaire. Data collected was analyzed using descriptive statistics. Findings showed that majority of respondents confirmed that the curriculum was not adapted, learning resources which aid in the learning of students with visual impairment were not available and the learning resources available and examinations were not adapted by the lecturers to suit the needs of students with visual impairment. Staff development was done in other areas but inclusive education was still at a very low level and majority of the students with visual impairment were not trained in orientation and mobility and did not have white canes. It was recommended that the Ministry of Education should provide funds for organizing seminars and workshops in the area of the SNE to allow lecturers to be able to teach effectively. The University curriculum and the environment of the University should be adapted to accommodate students with VI.
Analysis of Individualised Education Program Implementation for Supporting the Attainment of Functional Abilities in Learners Who Are Deaf Blind in Selected Schools in Kenya.
(Kenyatta University, 2017-11) Walingo, Mbogani Janet
Persons who are deaf blind experience a lot of challenges in both hearing and sight that limit their interaction with the environment. This makes them dependent on the support of able bodied persons in order to perform daily activities. When appropriate and relevant education is given, and their needs adequately identified and addressed, these learners could be supported to acquire functional abilities that could enhance their independent to a certain degree. One of the goals of the Kenyan education for them is to help them gain functional skills that would enable them maneuver their environment. This study was done in order to analyze individualized educational program implementation in supporting the attainment of functional abilities in learners who are deaf-blind. The study analyzed the strategies that were used in the formulation and implementation of IEPs, the personnel who were involved, the quality of the formulated goals in identifying and addressing the needs of learners, the evaluation and reevaluations of IEPs and the challenges encountered in the whole process and how they were addressed. The study employed document analysis and survey design in a mixed method research approach. A total of 54 IEPs for learners who were deaf blind were analyzed using adapted Program Evaluation for Procedural and Substantive Efficacy (PEPSE), ICF –CY, and R-GORI, while 18 teachers were interviewed. Saturated, simple random and Purposive sampling techniques were used respectively to obtain the samples. Data was collected using a questionnaire and an interview schedule from teachers. Qualitative data was analyzed using deductive content analysis while information from interviews were organized and reported in an ongoing process as themes and sub-themes emerged. Findings of the study revealed that, there were no specific strategies that were used to formulate IEP goals and implement them. A multi-disciplinary approach was not used in IEP formulation, implementation and reevaluation. The goals that were formulated did not capture adequately the needs of the learners that would have supported the attainment of functional abilities. The IEPs were neither evaluation nor reevaluation which further contributed to difficulties in identifying the needs to be addressed. Teachers experienced contextual challenges that impeded the provision of services that could also enhance functional ability development. The study recommended that a policy that had clear stipulation on the whole process of IEP writing and capture the evaluation procedures with stipulated roles of personnel involved should be developed.
Analysis of teachers’ perceptions on instruction of braille literacyin primary schools for learners with visual impairment in Kenya
(2016-06) Chomba, Wa Munyi
The purpose of the study was to investigate and analyze teachers‟ perceptions on instruction of Braille literacy in special primary schools for learners with visual impairment in Kenya. To address the problem of decline in Braille literacy as a result of teachers‟ reluctance to learn and teach Braille in these schools, seven objectives were formulated to determine and establish teachers‟ perceptions on the Braille Code, and factors influencing instruction of Braille in schools, as well as establishing their professional preparation, dual media for learners with low vision and the relationship between Braille and technology. The study targeted five (5) primary schools which had learners with visual impairment in the country and the target group comprised 132 teachers teaching in the five primary schools and five headteachers. The research adopted the descriptive survey research design and was based on Bruner‟s perceptual model which explains the process of perceptual development. Multiple sampling techniques were applied to select the five schools and respondents. Out of fifty-eight (58) respondents, fifty-three (53) were teachers while five (5) were headteachers. A questionnaire focusing on the objectives of the study was used to collect data from the teachers. An interview schedule was used to collect data from the headteachers. Pilot testing of the teachers' instrument yielded a reliability of 0.842 while teachers' questionnaire was reviewed by experts to enhance validity. Quantitative data was analyzed using descriptive statistics namely: frequencies and percentages. The statistics were generated by means of the Statistical Package for Social Sciences (SPSS) version 22.0, while qualitative data was analyzed through narrative analysis and thematic approach. The findings revealed that Braille literacy skills have declined in special primary schools for learners with visual impairment and that factors perceived by teachers as causes of this decline in Braille standards include: increase in multiple disability population, pupil-teacher ratio, inadequate teacher preparation and teacher incompetence. The findings also indicated that teachers were not specially trained in Early Childhood Education (ECD) for learners with visual impairment. The study findings further revealed that nearly two-thirds of the teachers believed that children who use contracted Braille are better spellers and faster readers than children who read English Braille grade 1. Moreover, the research established that schools for learners with visual impairment do not have a standardized assessment tool developed to help teachers determine whether children should receive literacy instruction through Braille, print or through a combination of Braille and print, with a mean of 2.21. Finally, findings revealed that nearly three quarters of the respondents indicated that technological devices should be used to enhance Braille, not to replace it, with a mean response of 1.25. On the basis of these findings, the study recommends that policy-makers through the Teachers Service Commission should adequately support the ECD programmes for learners with visual impairment with specially trained teachers. The Ministry of Education should also facilitate Special Needs Education teachers to attend Braille refresher courses, seminars and workshops on a regular basis. The Ministry should also make a deliberate effort to increase funds to the schools for learners with visual impairment
Assessment of outcomes of transition process on behaviour change among graduate rehabilitees reintegrated from rehabilitation schools in Kenya
(Kenyatta university, 2022-10) Wang’eri, Joyce Mugure; George Mathenge Wairungu; Margaret Murugami
Reintegration focuses on an individual's ability to function in community in terms of peer connections, facility and family in general. The aim of this study was to determine the outcome of the transitional process of behavior change among the rehabilitee graduates released from rehabilitation schools in Kenya. The research goals were; to identify factors that contribute to successful reintegration, to examine follow-up of the graduates, to investigate the opinion of the graduate rehabilitees towards the reintegration process, explore whether family members accept and support the graduate rehabilitees, to establish ways in which community leaders support the reintegrated rehabilitees, explore the challenges faced by the reintegrated rehabilitees and identify gaps on the education and vocational training curriculum used in rehabilitation Schools. The target population was drawn from the rehabilitees reintegrated from all rehabilitation Schools, rehabilitation School managers, one family member and one community leader per rehabilitee who knew them well were also targeted. A sample size of 10 rehabilitees, 7 managers, 10 family members and 10 community leaders were interviewed. A qualitative research approach applying phenomenological design was applied. This was used to allow researchers to gather information on reintegrated rehabilitation graduates. The study used snowball sampling technique to select the Graduate Rehabilitees. Interview guides were used to solicit information from respondents. The school managers, family members and community leaders were purposively selected. It was informed by the Social Reaction Theory founded by Erwin Lemert. The pilot study was done on graduates residing within Kiambu and Nairobi counties who were reintegrated from Othaya and Kakamega Rehabilitation Schools. Researcher handed over the research tools to various research professionals, including supervisors and fellow researchers, to review their content and relevance. Their suggestions were incorporated into the research instruments to improve them. Further triangulation of data, detailed questions during interviews, use of field notes, and use of appropriate time in the field also increased the reliability of qualitative data. A biographical study based on the life stories of individuals reintegrated from rehabilitation school from year 2012–2015 was appropriate to fill this gap. Data was collected through interviews, coded into topics, and written in a notebook to help answer research questions. There was lack of funds for follow-up and no set programs for reintegration. It was found that there was need for more courses to be introduced in the schools to help the Rehabilitees cope with improved technology after they are released and also help them acquire skills to help them earn a living after reintegration. Majority of the reintegrated rehabilitees were not on any form of supervision, no follow-up, some graduates had a lot of support from their families, some were discriminated upon in the community for being rehabilitees and finding jobs, schools and other services within the community was not easy.
Assessment of Outcomes of Transition Process on Behaviour Change among Graduate Rehabilitees Reintegrated from Rehabilitation Schools in Kenya
(Kenyatta University, 2022) Mugure, Wang’eri Joyce; George Mathenge Wairungu; Margaret Murugami
Reintegration focuses on an individual's ability to function in community in terms of peer connections, facility and family in general. The aim of this study was to determine the outcome of the transitional process of behavior change among the rehabilitee graduates released from rehabilitation schools in Kenya. The research goals were; to identify factors that contribute to successful reintegration, to examine follow-up of the graduates, to investigate the opinion of the graduate rehabilitees towards the reintegration process, explore whether family members accept and support the graduate rehabilitees, to establish ways in which community leaders support the reintegrated rehabilitees, explore the challenges faced by the reintegrated rehabilitees and identify gaps on the education and vocational training curriculum used in rehabilitation Schools. The target population was drawn from the rehabilitees reintegrated from all rehabilitation Schools, rehabilitation School managers, one family member and one community leader per rehabilitee who knew them well were also targeted. A sample size of 10 rehabilitees, 7 managers, 10 family members and 10 community leaders were interviewed. A qualitative research approach applying phenomenological design was applied. This was used to allow researchers to gather information on reintegrated rehabilitation graduates. The study used snowball sampling technique to select the Graduate Rehabilitees. Interview guides were used to solicit information from respondents. The school managers, family members and community leaders were purposively selected. It was informed by the Social Reaction Theory founded by Erwin Lemert. The pilot study was done on graduates residing within Kiambu and Nairobi counties who were reintegrated from Othaya and Kakamega Rehabilitation Schools. Researcher handed over the research tools to various research professionals, including supervisors and fellow researchers, to review their content and relevance. Their suggestions were incorporated into the research instruments to improve them. Further triangulation of data, detailed questions during interviews, use of field notes, and use of appropriate time in the field also increased the reliability of qualitative data. A biographical study based on the life stories of individuals reintegrated from rehabilitation school from year 2012–2015 was appropriate to fill this gap. Data was collected through interviews, coded into topics, and written in a notebook to help answer research questions. There was lack of funds for follow-up and no set programs for reintegration. It was found that there was need for more courses to be introduced in the schools to help the Rehabilitees cope with improved technology after they are released and also help them acquire skills to help them earn a living after reintegration. Majority of the reintegrated rehabilitees were not on any form of supervision, no follow-up, some graduates had a lot of support from their families, some were discriminated upon in the community for being rehabilitees and finding jobs, schools and other services within the community was not easy.
An Assessment of Predictors of Behaviour Change among Learners with Emotional and Behaviour Disorders in Selected Juvenile Schools in Kenya
(Kenyatta University, 2021) Muthomi, Rintaugu James; George Mathenge Wairungu; Jessina Muthee
The best way to guide learners with Emotional and Behaviour Disorders (EBD) to achieve their best in life remains a challenge to stakeholders at a global, regional and Kenyan view. This investigation assessed predictors of behaviour change among learners with EBD in the selected Juvenile Schools (JS) in Kenya. Main objectives of the research were to: Investigate referral of learners with EBD to JS, establish skills taught to learners with EBD in JS, examine staff professional competencies in JS, determine the curriculum for behaviour change in JS and examine reintegration process of learners with EBD in JS to society. This research was founded on social learning theory. A cross sectional descriptive research design was embraced. The study’s target population consisted of managers and learners in the selected JS schools in Kenya. This entailed 466 boys, 160 girls and 20 managers in Getathuru, Kabete, Wamumu, Kirigiti and Dagorreti Juvenile Schools. There was a total of 646 respondents. Learners with EBD in chosen JS in Kenya and their managers were sampled probabilistically. That is; stratified random sampling for learners with EBD in each school and their managers in terms of duration of interaction with the rehabilitation programme and gender. Prior to the main study, validity and reliability of research tools was tested at pilot stage. Questionnaires, focus group discussion, interview schedules, document analysis and observation schedules were used for data collection. Quantitative data collected was entered, coded and analyzed using descriptive statistics and presented graphically. Qualitative data was coded, reviewed for patterns and emerging themes and finally presented in narrative form. The main study findings were as follows: Referral from juvenile justice system was majorly practiced. Skills taught (academic and vocational) were not modified to cater for needs of learners with EBD while enriched skills competency to cater for learners with special needs lacked among staff (teaching, professional and support) in JS. 10% of teaching staff had training in special needs education while those trained in EBD were very few. That curriculum in use for behaviour modification of learners with EBD was not modified despite JS operating as referral establishments for behaviour change. Consequently, this curriculum failed to handle coping and problem solving skills. On reintegration avenues, there were no functional transition- programme, guide or follow up strategies yet learners with EBD were periodically transitioning from the JS. The study recommends; a linkage of regular and JS referral avenues, adaptation of skills taught and the curriculum, provision of relevant training (to staff of all cadres) and development of functional reintegration policy.
Assessment Strategies Teachers Use To Place Learners with Autism Spectrum Disoders in Educational Programmes in Special Schools: A Case Study of Kampala District, Uganda
(Kenyatta University, 2017-10) Wamala, Nakalule Juliet
This study sought to investigate the assessment strategies teachers use to place learners with autism spectrum Disorders in educational programmes in special schools in Kampala District, Uganda. The study specifically analyzed the tools teachers use to assess learning needs of learners with autism, analyze the procedures teachers use to assess learning needs of learners with autism, assess the challenges experienced by teachers in the process of assessing and placing learners with autism and to analyze strategies teachers use to improve the assessment and placement of learners with autism. A case study design was adopted to guide collection, presentation and analysis of data. The study sample comprised of twelve (N=12) participants from two schools which had children with autism. The selection of the sample followed a purposive sampling technique. The study used interviews for the teachers, participant observations for the children, focus group discussions with the teachers who participated in the interviews and document analysis which included medical forms, admission forms, agreement forms, assessment Progressive report and Assessment report card to collect data. Qualitative aspects of data were managed using simple analytical tools such as checklists for rating the observation, tables and percentages without compromising the in-depth descriptions. The findings revealed that there are no specific tools that teachers use in assessment of learners with ASD. The results showed that observation is the most used tool in assessment. However, the findings revealed inconsistencies in the procedures used to develop educational programmes. Additionally, the findings showed that, the major challenge is varying behaviours of learners with autism spectrum disorders where by many of the children do not talk except a few and others do not associate with others oftenly. The study concludes that teachers were using more than one approach to assess learners for placement. Lastly, the study recommends that teachers shouldsit together and come up with a harmonised tool and procedures to be used in assessment, country wide.
Child to Child Physical Activity Managing Psychosocial Behaviours among Learners with Severe Intellectual Disabilities in Primary Schools in Selected Counties, Kenya
(Kenyatta University, 2021) Wanjiru, Makanya Margaret; Geoffrey K. Karungu; Bugala Bulinda Hannington
The purpose of the study was to assess the effectiveness of child to child physical activity in managing physical and psychosocial behaviours of learners with severe intellectual disabilities. Objectives of the study were to: identify the psychosocial behaviours among learners with severe intellectual disabilities, explore the extent to which learners with severe intellectual disabilities are involved in physical activity, compare teachers and parents rating of the effects of physical activity on psychosocial behaviours of children with severe intellectual disabilities, determine the effects of child to child physical activity on physical activity levels of learners with and without intellectual disabilities, compare the gross and sensory motor skills performance of learners with severe intellectual disabilities, establish benefits derived by both learners with and without intellectual disabilities before and after organised child to child physical activity programmes and to establish the challenges faced by PE teachers when involving children with severe intellectual disabilities exhibiting psychosocial behaviours in organised child- to -child physical activities programme in primary schools in selected counties in Kenya. The study used a quantitative approach employing a single subject quasi-experimental research design. It also employed questionnaires and physical activity measuring tool (Pedometers) as research instruments in the study. The target population was 210 learners with severe intellectual disabilities and only 36(17.14%) of them and 36 learners without intellectual disabilities aged 10-15 years met the inclusion and exclusion criteria making a total sample size of 72. Other respondents include 36 PE teachers and 36 parents of learners with severe intellectual disabilities. A pilot study was conducted in three primary schools selected from three different counties. Cronbachs’ alpha correlation coefficient of 0.70 was considered to be highly reliable at determining internal consistency. The actual data collection took 12 weeks. Psychosocial behaviour scales in PE teachers’ and parents’ questionnaires were used to establish learners’ behaviour before (pre-test) and after (post-test). Data were analysed using the computer software programme SPSS version (22.0).Frequent identified behaviours among learners with severe intellectual disabilities included; physical activities skill deficit (94.4%), hyperactive (41.7%), withdrawal behaviours (22.2%), anger (25.0%), temper tantrums (19.4%) and screams (16.7%) among others. Learners with severe intellectual disabilities were less (11.1%) involved in physical activities. Inferential statistics by paired sample t-test showed a significant difference in behaviour change (P < 0.05) before and after PA intervention. There was a significant difference in the learner’s physical activity performance of gross and sensory motor (t=15.61, p=0.0001) activities before and after the intervention. A simple linear regression showed a significant relationship (R2=1) between regular child to child PA and the physical activity levels of learners with severe intellectual disabilities. It was concluded that child to child PA improved physical and psychosocial behaviours among learners with severe intellectual disabilities. The study recommends that policy formulators incorporate PA in the school curriculum to initiate child to child physical activity intervention programmes as a recreation to enhance physical and psychosocial behaviour management.
Critical Elements in Reversing Underachievement in Academic Performance among Gifted and Talented Secondary School Students in Kiambu County Kenya
(2013-12-14) Wanjaria, J. W.; Runo, M. N.; Omoke, C.
The purpose or this study is to establish factors that contribute to underachievement and the role of various strategies in reversing underachievement among the gi Ited and talented secondary school students. The study will be carried out in Kiarnbu County because or its continued poor performance in KCSE examinations, high school dropout rates and drug abuse among the youth. The study is inspired by experiences in my teaching career or 30 years in the County. Questions of the role of the teacher in shaping the life of the learner were prominent during my teacher/learner experiences. From these experiences, it is possible to concur wi th Davis (201 I) who noted that the underachieving GT child represents both society's greatest loss and its greatest potential resource. This raises questions or how underachieving gifted learners are managed in schools in Kenya's 8.4.4 system, given that girted learners are found in every classroom, yet, not many teachers understand them. The Special Needs Education policy (2009) in Kenya acknowledges that learners with disabilities and other special educational needs require specialized education resources at individual and school levels. In the developed world, attempts have been made to reverse underachievement and one study done by Rimrn (2008) in the U.S.A, identified six steps that were successfully used to reverse underachievement. The six steps used by Rimrn seem to have aspects similar to those that I used in counseling and while mentoring the underachieving learners. This may explain why this study will be placed within the Trifocal Model framework. Research into the ways of helping children with special needs including the gifted and talented has been carried out in Kenya. Studies by Muuya (2002); Karnau-Kangethe (2004); Kiarie (200S); Omoke (2011); among others; were in response to concerns that were expressed by various people. The big debate on what makes seemingly bright children and youth not to perform well in school stems from the frustrations their failure causes teachers and parents and from the fact that failure to meet their learning needs leads to immense loss of humanpotential. The questions this study will attempt to respond to are: "what [actors contribute to underachievement" and "what strategies of reversing underachievement are in place in the Kenyan classrooms?" The target population of this study will be 300 teachers in secondary schools that admit high performers in KCPE in Kiarnbu County. National and Extra-County secondary schools will be purposively selected to represent the schools that admit high achieving learners based on KCPE results. These schools also represent schools with adequate resources and well established management strategies. A sample size of 90 teachers from 6 National Schools and 210 teachers from 14 Extra-County Schools who taught the 2009 form one class till form four will be purposefully selected. They will be given the questionnaire to fill. Documentary 'evidence will be utilized to identify learners who had been admitted with high KCPE marks but performed poorly in KCSE. The Statistical Package for Social Sciences (SPSS) will be utilized to prepare and organize data [or analysis. This will involve data entry and, storage, segmenting, coding and developing category systems, indentifying relationships which will be presented through constructing diagrams, tables and graphs and finally corroborating and validating results
Determinants of Academic Performance among Children with Learning Disabilities in Public Primary Schools in Bauchi State, Nigeria
(Kenyatta University, 2019-01) Tuggar, Auwal Muhammad
The study assessed the Determinants of academic performance among children with learning disabilities in primary schools in Bauchi state, Nigeria. Specifically, the study examined the effects of teachers’ perception, parents’ perception, teachers’ motivation and teachers-parents’ collaboration on the academic performance of children with learning disabilities. The study employed Social Cognitive Theory of Bandura of (1986), descriptive survey design was adopted. The study used purposive sample and simple random sampling techniques with the sample size of 873 teachers and 20 parents. The study used a checklist, profile records, questionnaire and interview schedule to collect data from the respondents. The study used descriptive statistics to analyze the data through the application of Statistical Package for Social Science Research (SPSS) where figures and percentages were presented in the study findings while the qualitative data were analyzed based on the study objective and the result were presented in a form of narrative based. The findings established that most of the teachers perceived children with learning disability as other students though they required special attention while parent perceived it as their teachers fault or childrens lack of concentration in class. The study found out that teachers lack support from stakeholders to uphold the performance of children with learning disabilities. The study also found that if the teacher and parent work together children condition would be improved, the study established lack of contact among parents and the teachers. In conclusion, teachers perceived children with learning disabilities as generic predicament, due to children being lazy or lack the needed motivation to work hard, parents fault for being too busy with their personal issues while the parents blamed teachers for not playing their role as teachers and the government who contributed to such circumstsnces due to inadequate teachers welfare required by the law. The study recommended that teachers need to acquire more training and the government should support them in funding, provision of resources, materials and staff development. The study also recommend for adequate motivation to the teachers required by law, parents should improve their relationships with teachers for the sake of their children and further studies in the area should be undertaken in other Northern states in Nigeria.
Determinants of primary school wastage for learners with disabilities in Coast province, Kenya: towards a theoretical prevention model
(2014) Mazrui, Lubna M.
This mixed methods study investigated the determinants of primary school wastage for learners with disabilities in the Coast province of Kenya. The study sought to: establish patterns of grade repetition and dropout, investigate determinants of wastage, establish the impact of wastage on learners and dropouts, and develop a model on how wastage can be reduced and educational access and achievement enhanced. The study participants were primary school learners with disabilities in special schools and units/integrated programmes in regular schools, school dropouts, adults with disabilities who were former learners of special schools and units/integrated programmes, parents of repeaters and dropouts, and primary school teachers. Participants were sampled through purposive and snowball sampling techniques. Research data was collected through documentary analysis, interviews and Focused Group Discussions. Data was analyzed using descriptive statistics and discourse analysis. Study findings revealed that repetition and dropout of learners with disabilities was not frequent, and that wastage affected boys and learners with hearing impairments most. Findings also revealed that the wastage of learners with disabilities resulted from economic, socio-cultural and other factors which were neither economic nor socio-cultural. Findings further revealed that wastage has a negative impact on learners and dropouts with disabilities, and that this impact can be decreased by employing various measures for preventing wastage. The implications of these findings are discussed. A model for preventing wastage and improving the educational achievement and academic success of learners with disabilities, based on the findings of this and previous studies, is also proposed. This model consists of several measures to be implemented at the community and school levels
Determinants of Transition of Students with Visual Impairment to Post-Secondary in Narok and Bomet Counties, Kenya
(Kenyatta University, 2018) Milimu, Lilian Nasimiyu
The purpose of this study sought to examine and analyse determinants of transition of students with visual impairment to post-secondary institutions in Narok and Bomet Counties. The main objective of this study was to establish the factors that affect the transition of students with visual impairments from inclusive secondary schools to post-secondary in Narok and Bomet counties. The specific objectives of the study were to explore teacher‟s assessment on transition of students with visual impairment to post-secondary; examine how school guidance and counselling influences the transition; and to determine socio-cultural factors which affect transition and assessment of students‟ achievement in relation to transition. The study used descriptive survey design with a target population of 97 students with visual impairment and their teachers. Data for the study was gathered using questionnaires, interview schedule, students rating scale and texts. A pilot study was conducted in Kericho County to establish the validity and reliability of the instruments. Qualitative and quantitative approaches were used to analyse the data. The study established that teachers‟ factors had an effect on the transition of students with visual impairment. Lack of school guidance and counselling was also noted to affect the transition of the students. Similarly the socio- cultural factors and the student‟s achievement were also noted to be contributing factors to the transition of students with visual impairment from secondary to post-secondary institution. The study concluded that teacher‟s attitude and lack of skills and knowledge in handling the students with visual impairment were key factors in teacher‟s assessment and the transition of the students. Also lack of appropriate school facilities and equipment influenced the transition of the students with visual impairment. Similarly, poor performance of the visually impaired students discouraged them from transiting to post-secondary institutions. The study recommends that teachers training should include the special needs components and particularly the visual impairment skills to be able to accommodate all the students in inclusive classes. It is also recommended that policy issues on inclusion should be revised to ensure that all the students are given appropriate attention. The findings of this study are expected to enlighten the administration in the post-secondary institutions on the need to make the learning environment more appropriate for the students with special needs such as visual impairment. Policy makers are expected to make the appropriate inclusion policy to cater for the special needs at all level of schooling for special needs students.
Disability load on households hosting children with deafblindness in Iganga, Mayuge and Jinja Districts, Uganda
(Kenyatta University, 2014-04) Ojwang, Vincent Paul
Unlike in the developed world, there is little documented information about children with deafblindness (CWDB) and, virtually no research has been done in Uganda regarding all aspects of deafblindness. Therefore, little is known about the disability load borne by the household and its effect on the quality of life and the educational development of the children. The purpose of the study was to determine the nature of the disability load in the household hosting CWDB and the resulting impact on the members. The specific objectives were to dimensionalise the disability load, find the effects on the quality of life, the impact on the schooling path, investigate gender differences and generate a conceptual framework for improving schooling outcomes. The building of this conceptual framework was guided by other relevant existing theories. The approach of the inquiry was qualitative, using the Grounded Theory design which is appropriate for examining complex phenomenon. The method of inquiry was systematic, intended to carry out data collection procedure and analysis using constant questioning and comparison. A sample of five households was purposively selected. From every household, between four to five participants were selected to give a total of 23 participants. They were selected because they had borne the disability load by raising and living with CWDB. Two instruments were used, namely, in-depth interviews as well as observational guide. A pilot study to test the instruments, check the use of resources and increase familiarity with the procedure for inquiry was undertaken. Permission to carry out data collection was sought from the national and district authorities. Each interview was preceded by clarification of theaim of the interview and promise of confidentiality. Individual members of the household were interviewed in depth. The information was recorded using a tape recorder, while observing accompanying behavior. Internal and communication validity were ensured by constant questioning, comparison and theoretical sampling. Reliability in Grounded Theory approach was brought about by the development of concepts which were rigorously worked out to form categories. Concepts formed in this way last long and are therefore reliable. Immediately after each interview, the recorded information was transcribed. Data analysis included open, axial and selective coding. The study established that household members while hosting CWDB, experienced disability load of many dimensions, with the emotional one being the greatest. The disability load had a severe impact on the quality of life in the households as well as the schooling path ofthe children. The gender difference on the impact on the schooling path was detected but was not significant. The final outcome of the inquiry was a conceptual framework grounded in the data. The framework has been named the Disability Load Conceptual Framework. It is recommended that policies be developed to guide practical intervention into the socio-economic lives of household members in order to improve the schooling path of the children.
Dynamics of Job Satisfaction and Retention of Special Needs Education Teachers in Basic Special Schools in Southern Ghana
(Kenyatta University, 2016-02) Kumedroz, Felix Kwame
The study aimed at investigating dynamics of job satisfaction and retention of special needs education teachers in Southern Ghana.Specific objectives included identifying the relationship between compensation and retention, establishing the correlation between leadership styles and retention, describing the extent to which interpersonal relationship predicts retention, finding out any differences in perception of the teachers and investigating problems facing the special needs schools in relation to teachers’ job satisfaction and retention.In an attempt to focus the study,four null hypotheses were formulated and tested and one research question was posed. The study was based on Herzberg’s Two-factor Theory that explains the determinants of job satisfaction and dissatisfaction of employees. This study adopted descriptive correlational survey method, utilizing mixed methodologies in data collection and analyses.The target population for the study was 375 teachers and 14 head teachers drawn from 14 schools within the study area.The study was however conducted in9 schools which consisted of 5 schools for the Deaf, 3 schools for the Intellectually Challenged and one school for the Blind.Out of 150 sampled teachers,140 of them and all the 9 head teachers participated in the study with a return rate of 93.3%for the teachers.Multiple sampling techniques were applied to select the sample schools and the respondents. The main instruments for the data collection were questionnaire and interview schedule.Experts reviewed the teachers’ questionnaire to ensure validity whilst pilot testing of the teachers’ instrument yielded a reliability of 0.77.Quantitative data was analyzed descriptively and inferentially and inferential statistical tools such as Pearson Moment Correlation, Simple Linear Regression and One-Way Analysis of Variance (ANOVA) were used to test the null hypotheses at 0.05 level of significance.Answers to the research question were qualitatively analysed using thematic approach. The findings of the study revealed that there was positive and statistically insignificant relationship between compensation and retention. Also a statistically significant relationship was found between leadership styles and retention of special needs education teachers in Southern Ghana. The study also found that interpersonal relationship was a significant predictor of special educators’ retention. Further findings revealed that there were no statistical significant differences among the three different categories of teacher types in relation to perception about their job satisfaction and retention. Finally, the study discovered that head teachers of special needs schools in Southern Ghana are faced with numerous administrative and management challenges which negatively impact on job satisfaction and retention of special education teachers in Southern Ghana. The study recommended that policy makers and stakeholders take actions aimed at ensuring that special educators are compensated accordingly by instituting differentiated financial and non-financial incentive packages for them. The study also recommended that the Ghana education service should be organising frequent in-service training for head teachers to update their knowledge on contemporary leadership styles that are considered to increase retention.
Ecosystem Services in Climate Change Adaptation Projects in the Least Developed Countries of West Africa
(Kenyatta University, 2018) Muthee, Kennedy Wahome
Ecosystems are largely dependent on the prevailing climatic conditions. The ever changing climate across the world has necessitated climate change adaptation projects as a coping mechanism to the adverse effects of climate change. The main objective of the study was to assess ecosystem services in climate change adaptation projects in the least developed countries of West Africa. Specifically, the study sought to; (i) assess the ecosystems changes in the Least Developed Countries of West Africa between 2000 and 2010; (ii) assess the trends in the climate change adaptation projects in the Least Developed Countries of West Africa between 2000 and 2010; (iii) evaluate the extent to which the climate change adaptation projects have incorporated ecosystem services in the Least Developed Countries of West Africa between 2000 and 2010 and (iv) evaluate areas of redesigning and improving climate change adaptation projects to enhance their ecosystem services. Different approaches were used in the study. Satellite images were used to sample the changes in the ecosystems to understand how it has changed in the entire region. Ecosystems degradation and changes have a direct impact on the climatic conditions of the region, noting that they play the essential role of capturing and storing the excessive carbon in the atmosphere. The study used desktop review approach to review 168 adaptation projects listed under the country specific National Adaptation Programs of Action in the studied least developed countries. The results showed a clear trend in the ecosystem changes. The forest covers in the three sampled countries i.e. Burkina Faso, Mali and Sierra Leone reduced by between 11% in Burkina Faso and 42% in Mali, while the Savanna increased by between 9% in Burkina Faso and 34% in Mali. The loss in forest cover translated to loss of carbon sinks and positively contributed to climate change in the region. There was also an increase in cultivated ecosystem in all countries and reduction in wetlands which all contributed towards climate change. The adaptation projects took a predicable trend whereby 32% were within agricultural sector, had generally low budget (63% had less than one million American Dollar budget) and midterm implementation duration (46% had 3 years implementation duration). About 55% of the studied projects directly mentioned one or more ecosystem services, with provisioning services being mentioned in 50% of these projects. The study also revealed that there exists opportunities to redesign the projects and improve their activities to enhance the community adaptation and mitigation to climate change effects. The adaptive measures included strengthening the ability of natural resources to play their roles while mitigation measures included creation of more carbon sinks through soil conservation and reforestation measures, investment in renewable energy sources such as wind and solar. The study concludes that the adaptation projects have considered different types of ecosystem services. It recommends increased contextualization of the climate change adaptation projects to address the community and environmental needs through more community engagement and use of technology to understand the social and environmental dynamics in a given area. The study also recommends further research on the impacts of the Great Green Wall project on the ecosystem services
Education for Refugees: Examining Access to Basic Education in Dadaab Refugee Camps of Ifo, Hagadera and Dagahaley, Kenya
(2014-02-24) Muriungi, Pamela Karambu; Wamocho, F. I.; Karugu, G.
The main objective of this study was to examine acess to basic education for child refugees in the Dadaab refugee camps of Ifo, Hagadera and Dagahaley,Kenya. The study adopted a descriptive survey research design. The independent variables were teaching/learning resources, physical facilities and socio-cultural practices while the dependent variable was education. The target population comprised of primary school head teachers, teachers, pupils and parents. Stratified random sampling was used to sample schools to ensure proportionate distribution of schools within the camps. A total of 10 primary schools were selected using stratified random sampling. This formed 55.5% of the total population. From each selected school, the head teacher and 13 teachers were sampled for the study yielding 10 head teachers and 130 teachers. From each school 13 class 7 pupils were randomly sampled and this yielded 130 pupils. In addition to the above respondents, 20 parents were conveniently sampled and interviewed.The research instruments used were document analysis forms for head teachers, questionnaires for teachers and pupils and interview schedules for parents.A pilot study was done to establish the validity and reliability of the research instruments. The calculated reliability coefficient using spearman brown prophecy formula was 0.82.Data obtained was analyzed using descriptive statistics such as frequencies, percentages, tables, graphs and charts. Discussions of the findings established that in-school as well as out-of-school factors greatly hampered the access to basic education in the schools for refugee children. Out of school factors included such factors as lack of parental support, high levels of poverty, child labor and sociocultural factors which both affected the girl child more than the boy child. In-school factors included lack of resources, untrained teachers, inadequate physical facilities and lack of specialized equipment for learners with other disabilities.From the findings of the study the researcher recommended that since majority of the camp schools are registered with the Ministry of Education, the Directorate of Quality Assurance and Standards should carry out advisory in these schools.The implimenting partners in the education programme should come up with incentives to motivate learners in order to maintain them in school after enrollment,the Government of Kenya through the Ministry of Education and the implimenting partners should ensure provision af adequate teaching/learning resources as well as specialized equipment for learners with other disabilities in the camp schools. The education implimenting partners should come up with strategies of reducing gender disparities in education by encouraging girls to remain in school and finally the school admnistration with the help of implimenting partners should organise ways of ensuring adequate provision of physical facilities in the schools.
Effectiveness of Assistive Technology on Teaching Mathematics to Learners with Visual Impairments in Special Primary Schools in Kenya
(Kenyatta University, 2019-02) Chege, Mary Wairimu
There has been a problem in Mathematics of learners with VI as a result of inadequate AT and reluctance of teachers to apply appropriate teaching strategies when teaching Mathematics using AT in special primary schools. To address these problems, four objectives were formulated to identify types of AT that were available, teaching strategies, their role and factors that had influenced their use of the AT. Therfore, the purpose of this study was to evaluate on effectiveness of Assistive Technology on teaching Mathematics to learners with visual impairments in special primary schools for learners with VI in Kenya. The study was guided by the Theory of Didactical Situations in Mathematics (Brousseau, 1997). A descriptive research design was adopted to carry out the study. The study was conducted in five counties namely: Kisumu, Siaya, Mombasa, Meru and West Pokot. Purposive and stratified random sampling techniques were used to sample the study participants. The researcher sampled the following study participants, all from whom the study‟s data was collected: twenty learners with VI selected from classes seven and eight, their ten teachers of Mathematics and the five deputy head teachers of the selected special primary schools. The total study sample therefore, comprised of thirty five participants. Interview guides, observation schedule and observation checklist based on the four study objectives were used to gather the information. Study data was analysed manually through narrative means using thematic information arrangement approach following the order or chronology of the study‟s six research objectives. The results were also presented through tabulations and brief interpretation statements. The qualitative data generated from the structured interview guides was analysed through descriptive statistics based on Statistical Package for Social Sciences (SPSS) version 18.0. Main study finding was scarcity of AT in special primary schools for learners with visual impairments in Kenya. Largely, Low-Tech Assistive Technology was available while modern Mid-Tech and High-Tech Assistive Technology were visibly lacking. Major factors noted to influence the use of AT were; TOM lacked training in Mid-Tech and High-Tech AT, high cost of AT, costly maintenance and no time set on the time table to teach AT skills. The findings also indicated that many learners with VI had positive attitudes towards the use of AT in their learning of Mathematics. The study concluded that; inadequate use of AT especially Mid-Tech and High-Tech is real and this has contributed to lack of interest in working out Mathematics problems leading to a decline of Mathematics performance; there is a training gap among teachers of Mathematics on modern Mid-Tech and High-Tech AT and AT plays a vital role in teaching Mathematics to learners with VI. Based on the findings, the main recommendations were that: the government through Ministry of Education to allocate more funds for the physical supply of AT to special primary schools for learners with VI, ensure teachers of Mathematics are trained and also conduct regular classroom supervisions to ensure efficient use of all available AT in the special primary school.
Effectiveness of Automated Speech Training System in Enhancing Speech among Hard of Hearing Learners in Selected Schools in Nairobi City County Kenya
(Kenyatta University, 2019-04) Muriithi, Francis Muriuki
Speech training of learners who are hard of hearing in Kenya has been lacking necessary attention since 1980s. Education of learners with hearing impairment including learners who are hard-of-hearing has been skewed towards manual communication. The purpose of this study was to investigate the effectiveness of an Automated Speech Training System in enhancing speech among learners who are hard of hearing in selected schools in Nairobi City County. Objectives of the study were to: establish the level of speech perception and production of learners who are hard-of-hearing before using Automated Speech Training System, establish the effects of Automated Speech Training System on enhancing speech perception and production among learners who are hard of hearing, compare the effects of Automated Speech Training System on speech perception and production of learners who are hard of hearing with traditional methods of speech training, Find out the role played by selected demographic factors in the effectiveness of ASTS in enhancing speech among learners who are hard-of-hearing, establish the views of learners on communication modes and Speech training using traditional methods and Automated Speech Training System, and to find out the opinions of teachers on speech training of learners who are hard-of-hearing. The study adopted a mixed research design combining single-subject research design and descriptive survey design. Single-subject research design was considered for this study to allow systematic testing of the effects of the Automated Speech Training System on perception and production of speech among learners who are hard-of-hearing. The target population for the study was ninety four learners with hearing impairment and thirteen teachers in the selected schools. Using purposive sampling technique, thirty two learners who are hard of hearing and thirteen teachers were sampled. To collect data, the Automated Speech Training System was used and two semi-structured interview guides one for the learners and one for teachers. Statistical Package for Social Sciences was used to analyze quantitative data. Qualitative data was analyzed by means of descriptive statistical techniques. Major research finding of the study was that Automated Speech Training System which utilizes 3-D animation technology with both visual and audio components significantly enhanced speech among learners who are hard of hearing. Based on the research findings, the study recommended that the government should put in place policies and proper mechanisms of ensuring that speech training forms an integral part of curriculum for learners who are hard-of-hearing. This will not only help to address some of their communication challenges but also incorporate the new technology to the already existing methods of speech training to enhance speech of all learners who are hard-of-hearing.
Effects of Armed Ethnic Conflict on Education of Children and the Implication for Peace Education, a Case Study of Nakuru County, Kenya
(2014-02-26) Ngundo, Lucy Wangechi; Njoroge, M.N.; Manyasa, E.O.
The purpose of this study was to find out the effects of armed ethnic conflict on education of children and the implication for peace education in Nakuru County. The objectives were to find out peoples‟ experiences and constructions of armed ethnic conflict, ways conflict affected education of children and attempt a theoretical model for peace education. The study adopted a case study using phenomenology research design based on qualitative and quantitative procedures. The population of the study included children, teachers, and parents,‟ leaders and other stake-holders. Nakuru County was chosen because it has the highest incidents of ethnic conflicts and the area has people from different ethnic mixtures. The researcher purposively selected Njoro, Molo and Kuresoi divisions. Three schools from every division were randomly selected. Class eight was purposively selected and using the raffle design method; two children were randomly selected per school making a total of eighteen children in all. Eighteen class teachers were purposively selected, nine head teachers selected by default and eighteen parents of the sampled eighteen children were purposively selected with nine chiefs, nine opinion and nine religious leaders. Four instruments were used to collect data: an interview schedule, open-ended questionnaire, Focussed Group Discussions and essay writing. Piloting at Tebeswet primary School in Mauche division involved class eight, 4 children, 2 class teachers, the head teacher, to help identify inadequate items in the instruments. Data collected was mainly qualitative and its organization, analysis, and interpretation were done using a theory building soft ware atlas. ti. The emergent themes were presented through descriptive statistics with the quantitative part of the data manually done. Results from data analysis revealed in part that ethnic members in Nakuru County constructed land, politicians, and media as causes of armed ethnic conflict. This made adults and children to be maimed, killed and displaced resulting to emotional repercussions and physical disabilities. Teachers fled schools, learning resources were burnt down, children dropped out of schools to head household as others were orphaned due to conflict thus affecting their education. The study therefore recommended government to resolve land issues, politicians and the media to be an instrument to preach peace not diversity, with counseling and reintegration programmemes given to children and skills training offered to those who dropped out of school. Any NGO, CBO, working in an area to train people to pass peaceful values and peace education to be integrated in the school curriculum with the peace model suggested.
Effects of Climate Variability on Food Security in Oloolua Area of Kajiado County, Kenya
(Kenyatta University, 2018) Mayaka, Kwamboka Elvine
Climate variability is among major threats to food security in many agricultural based countries in Africa. In particular, it affects crop production due to temperature and rainfall changes, and more extreme weather events. Erratic rainfall and temperatures are said to reduce crop yields through shortening growing seasons, exaggeration of water stress and promote invasion and intensity of weeds, pests and diseases. Food security in Kenya is uncertain and communities in arid and semi-arid areas are relatively more affected. However, research into food security and enhanced understanding of the dynamics of climate variability effects is largely lacking. Using a descriptive survey, this study sought to examine the effects of climate variability on household food security in Oloolua area of Kajiado County. By use of questionnaires, primary data was collected from 311 randomly selected households. Interviews were also conducted among key purposely selected persons. Secondary data was obtained from physical libraries and electronic depositories and Government institutions. The climate data (rainfall and temperature) from 1980 to 2015 for Ngong’ forest station (No.8005325) was sourced from the Kenya Meteorological Department. The data was statistically analyzed using SPSS with respect to the set hypotheses and objectives. The results of the study recorded a marginal increase in rainfall amounts of 78.08 mm with a significant inter-annual variability in the period 1980-2015 in Oloolua area. The study also indicated a rise in both maximum (0.1º C) and minimum (0.8º C) temperature in the period. Pearson’s correlation test for rainfall against crop yields for the period 2008 to 2015 exhibited a positive correlation for maize (r=0.749) and beans (r=0.321). Maximum temperature revealed a weak positive correlation for both maize (r=0.27) and beans (r=0.398). Minimum temperature portrayed a negative correlation for maize (r=-0.35) and no correlation for beans (r=0.019). Further results from both household perception on their food security status 40.2 % and Household Food Security Assess Scale 85% indicated that majority of the households were in status food insecure and factors such as marital status (χ2=32.566, df=6, p=0.000) education (χ2=188.924, df=6, p=0.000) gender (χ2=16.358, df=2, p=0.000) influenced household food security status. Majority of the households adopted drought resistant crops (216.6) however adaptation was reported to be constrained by lack of finances (257). The study concludes that Oloolua area is experiencing climate variability and this has affected food grain production and hence food security negatively in the area. The study recommends planned adaptation strategies that will enhance the resilience of small holder farmers to climate variability. There is need to invest in agricultural modernization including mechanization and construction of irrigation facilities. Small holder farmers to be encouraged to adopt modern agricultural production and productivity enhancing technologies

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