MST-Department of Special Needs Education

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Influence of Parental Involvement on Academic Performance of Pupils with Learning Disabilities in Public Primary Schools in Migori County, Kenya
(Kenyatta University, 2024-08) Oduor, Paul Omondi
The aim of this study was to investigate the influence of parental involvement on academic performance of pupils with learning disability in public primary schools in Migori County, Kenya. This was a descriptive design study which sought to investigate the influence of parental involvement on academic performance of pupils with learning disability in public primary schools in Migori County, Kenya. It was guided by the following objectives; find out parents’ awareness on learning disabilities in their children and its effects on academic performances, to explore the type of activities parents engage in to get involved in the learning of their children, to assess parent-teacher collaboration in education of pupils with LD, to investigate the influence of parent-teacher collaboration on academic performance of pupils with LD and to explore factors which hinder parental involvement in learning of pupils with LD. The study was guided by Constructivist Theory developed by Jerome Bruner (1966). Descriptive research design was utilized. The target population was 47 primary schools, 1000 pupils in grade three, 113 parents of pupils with learning disabilities, 47 grade 3 class teachers and 47 head teachers in Migori County. Simple random sampling technique was used to select the primary schools. Grade three pupils, class teachers, parents and head teachers were selected using purposive sampling technique. The sample size consisted of 11 primary schools, 11 grade 3 class teachers, 11 head teachers and 55 grade 3 pupils and 22 parents. Researcher-constructed questionnaires, pupil rating scale, test and interview schedules were used to collect data. To establish the validity and reliability of the research instruments, a pilot study was carried out in one primary school in Migori County. The collected data were descriptively analyzed using means, frequencies and percentages. Pearson product moment correlation analysis was used to examine the nature of the relationships among the study variables. The results were presented using tables. The data from the interview schedule for the head teachers were analyzed thematically and the results incorporated in the quantitative findings. Findings indicated that most parents were not aware of learning disabilities in their children. Most parents do not also participate in school activities leading to unawareness of the LD in their children as well as contributing to a poor academic performance. It was further established that most parents were not collaborating with teachers in the education of their pupils with LD. The study concluded that school leaders play a vital role in educating parents about their pivotal role in their children's education, contributing to improved academic performance among pupils with LD. The study recommended that teachers and MOE officials in the county should create time and meet the parents and teachers to sensitize them about LD and their needs to improve learning outcomes of such learners.
Language Disorders and Learners’ Performance in Class Activities in Selected Inclusive Primary Schools in Kitui County, Kenya
(Kenyatta University, 2024-11) Kivelenge, Pamela Kunu
Achieving academic excellence is the aim of all learners in inclusive primary schools. However, language disorders in primary school children negatively affect their performance in class activities. This research sought to investigate language disorders and learners’ performance in class activities in selected inclusive primary schools in Mumoni Sub-County, Kitui County, Kenya. The objectives for the study included: the prevalence of learners with language disorders, assessment of how language disorders influence learners’ performance in class activities and to determine the strategies teachers use to improve learners’ performance in class activities. The study was guided by the Liberal Theory of Equal opportunity which was propounded by Bryman. The dependent variables were the learners’ performance in class activities and the independent variables were language disorders. The study incorporated descriptive study design. This design for a research study was ideal in determining language disorders and learners’ performance in class activities in selected primary schools in Mumoni Sub-County, Kitui, Kenya. The study considered an entire population of 46 teachers in Mumoni Sub-County where an average of two teachers was purposively sampled as the target population from the 23 inclusive primary schools in Mumoni Sub-County, Kitui County. The study purposively sampled 26 learners for in-depth interviews from PP1, PP2 and grade 1, 2 & 3. The researcher used structured research questionnaires and interview method to aid the collection of primary data from the study respondents. To achieve adequate content validity, the expert judgmental method was adopted. Sample of questionnaires were rendered to the research supervisor who carried out an examination and later gave out feedback on the same. Test re-test method was used to determine the reliability of the research instrument. A tenth of the entire sampled population of the study was put into consideration for piloting and was not included in the actual study. The survey collected both qualitative and quantitative data. In analyzing the quantitative data, SPSS software was used and descriptive statistics was employed to report the data. Presentation of the same data was done through percentages, frequencies, tables and charts while qualitative data was written in themes and presented in narrative form. The respondents’ consent was sought and they were assured their confidentiality. The study found that the common prevalence language disorders were both expressive and receptive language difficulties, reading, writing and spelling challenges. Further, the study found that learners with language difficulties have low performance in class activities which resulted to low self-esteem. Moreover, the study found that teachers give support to learners with language disorders, however, there were no collaboration and team work with other professionals and teachers lacked in -service training. The study found that there were inadequate resources to provide services to learners with language disorders. The study recommended that TSC should supply trained teachers and in-service training to be conducted for teachers to have skills to support learners with language disorders. Further, the study recommended that the government to provide resources to inclusive schools to enable headteachers source for qualified professionals.
Evaluation of Access Arrangement and Assessment of Dysgraphic Learners in Public Primary Schools in Vihiga County, Kenya
(Kenyatta University, 2024-09) Mulima, Emmanuel Ian
The study focused on exploring the impact of access arrangements on assessing learners with dysgraphia in lower-primary schools in Emuhaya Sub-County, Vihiga County. It aimed to understand the existing access arrangement methods, assess the prevalence of dysgraphia, and evaluate student performance through assessment tests. The study was framed within Robert Gagne’s Conditions of Learning theory from 1965. A pilot study was conducted in two public primary schools, not included in the main data collection. Data was gathered through questionnaires and interviews from a sample of 60 respondents: 50 learners with special needs, five class teachers, and five county education officers. 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. The most common methods were providing extra time (32.5%), supervised rest breaks (30%), and separate invigilation (20%). Other methods such as prompting, scribing, transcription, and word processing were used less frequently. Five students who underwent pre- and post-intervention assessment showed a 5–10% improvement in performance after intervention. Notably, when provided with 25% extra time, students could complete exams more effectively. Access arrangements available to dysgraphia students in public lower-primary schools included prompters, scribes, extra time, transcripts, separate invigilation, word processors, and supervised breaks. Supervised breaks, extra time, and separate invigilation were the most common, while others were used less frequently or in combination. Dysgraphia was found to negatively impact academic performance, 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 recommended a unified approach in the county to address dysgraphia students' academic needs, early identification methods for learning disabilities, and implementation of recommended interventions to improve student attitudes towards education.
Implementation of National Government Constituency-Funded Projects and their Contributions in Nairobi City County, Kenya
(Kenyatta University, 2024-08) Katonon, Walter Kipkoech
The absence of appropriate public engagement, resource mobilization, project duration, and legal framework were commonly cited as the reasons for disparity in Embakasi South constituency when it comes to national government constituency-funded projects. The purpose of this study was to examine the affect of national government constituency-funded initiatives carried out in Nairobi. The objectives of the study are to ascertain the effect of involvement, to determine the effect of resource mobilization, investigate the effect of time, and the effect of the legislative framework on the execution of these projects in the Embakasi South Constituency. The theoretical framework for this study was anchored in project implementation theory, Stakeholder Theory, and resource-based theory. This study utilized a descriptive research design. The target population of 166 composed of 10 national government officials, and Sub County Accountant, 95 committee members, 59 beneficiary stakeholders, and the manager of NGCDF in Embakasi South Constituency. A sample of 83 was used. The study employed a stratified random sampling method. The study utilized primary data, encompassing both qualitative and quantitative data. Data was collected using questionnaire and Interview schedule, SPSS software was used for data coding and analysis. Data was presented in tables. According to the findings, there is a positive association between the influence of public participation, resource mobilization on implementation. The study established that there is a positive significant association between influences of project and association between influence of legal framework on implementation of national government constituency funded projects in Embakasi South Constituency. The R-Squared is the proportion of variance in the dependent variable which can be explained by the independent variables. The R-squared in this study 57.2% of implementation of national government constituency funded projects in Embakasi South Constituency. The researcher concluded that while there is a perception among respondents that the mere availability of resources might not impact project implementation, specific challenges related to the acquisition of physical resources are acknowledged. The study recommends that various institutions involved in decision making on CDF should develop and implement comprehensive strategies to enhance community engagement throughout all phases of project development, including identification, design, implementation, and project closure. The study recommends that there is need for future researchers to determine effectiveness of monitoring and evaluation of both government and private sector projects in Kenya.
Efficacy of Auditory Verbal Therapy in Hard of Hearing Learners’ Speech Enhancement in Machakos School for the Deaf Machakos County, Kenya
(Kenyatta University, 2024-06) Okwach, Linnah Akinyi
Auditory Verbal Therapy (AVT) gives caregivers the knowledge needed to develop the listening and spoken language abilities of their child after being appropriately fitted with hearing technology. The hard of hearing learners in Kenya have lacked therapists who are qualified in supporting and encouraging AVT, and they are mainly inclined to use Kenya Sign Language (KSL). The purpose of this study was to investigate the efficacy of AVT in enhancing the speech of hard of hearing learners in Machakos School for the Deaf, Machakos County, Kenya. The objectives were to find out the learners' level of perception of speech before using hearing aids and Auditory Verbal Therapy strategies, examine the effects of using hearing aids and Auditory Verbal Therapy strategies on perception of speech, determine the role selected learner's demographical characteristics play on the efficacy of Auditory Verbal Therapy and establish the teachers’ and caregivers’ views on using hearing aids and Auditory Verbal Therapy strategies for hard of hearing learners’ speech enhancement in Machakos School for the Deaf Machakos County Kenya. The study was guided the Bienenstock, Cooper, and Munro Theory (BCM, 2012). It adopted a mixed research design combining quasi-experimental and descriptive qualitative research designs. The target population was 242 learners with hearing impairments, 5 caregivers and 12 teachers. The study sample included 17 hard of hearing learners, 5 caregivers and 10 teachers who were purposively sampled to form the study population. The pilot study was conducted at St Michael’s School for the Deaf Kitui County which had similar characteristics as the study locale. Data was collected using adapted McCormick Toy Test and Manchester Picture Test for the learners and interview schedules for the caregivers and the teachers. The researcher used descriptive statistics for analyzing quantitative data, but qualitative data was analyzed thematically. The findings from this particular study established that AVT when used to compliment consistent use of hearing aids resulted in the improvement of speech perception skills in younger children with a less degree of hearing loss. Furthermore, lack of awareness, financial constraints and cultural issues were found to be barriers to effective application of AVT. It is recommended that learners who are hard of hearing be amplified early and be trained to listen so as to improve their speech outcomes and caregivers, policy makers, curriculum developers as well as all relevant stakeholders be encouraged use of AVT as well as and hearing aids for children with hearing loss. More so, parents and caregivers need to be trained to enroll young children in intervention programs like AVT as soon as they have been amplified and awareness of AVT and hearing aids should be created among teachers and caregivers of children with hearing loss.
Vocal Hygiene Awareness and Voice Function Among Teachers in Selected Public Primary Schools in Migori County, Kenya
(Kenyatta University, 2023-12) Oogo, Cynthia Achieng’; Tom Abuom
Vocal hygiene awareness education is a productive method of disseminating knowledge, reducing vocal misuse s and preventing acquisition and progression of voice disorders among teachers. Nevertheless, vojce disorders among teachers, do occur and persist due to limited vocal hygicne awareness and practices. The purpose of this study was to examine ic relationship between vocal hygiene awareness and voice function among pu!\hcl primary school teachers in Awendo Sub-County, Migori County, Kenya. The "h‘“‘“"% of this study sought to investigate the level of vocal hygiene awareness among teachers in Awendo Sub-County, assess the physical environmental factors within the sch_m_)l that influence voice funetion among teachers and to find out the programs and policies in schools that promote healthy vocal function among teachers. Further, it sought 10 assess thf: possible influence of teachers’ awareness of vocal hygiene practices on their voice function. The study was guided by Bronfenbrenner’s Social Ecological Model. The study adopted correlation research design which employed a mixed research methodology. The target population was teachers in all public primary schools in Awendo Sub-County, Migori County, Kenya. Two sampling procedures were used to select the respondents in the study: Simple random sampling for teachers and purposive sampling for the head teachers. The sample size consisted of 82 teachers and 8 Head teachers. Data was collected using self-scoring questionnaire and interview schedules. Descriptive statistics was used to describe and summarize quantitative data in terms of graphs, frequency tables, pie charts and percentages with the aid of Statistical Package for Social Sciences computer program, while qualitative data was analyzed and presented thematically. The results show that majority of teachers had vocal hygiene awareness. Also, there was a significant negative association between voice hygiene awareness among the sampled teachers and their voice function. That is; with increase in the level of vocal hygiene awareness, there was a decrease in vocal function problems thus higher levels of vocal hygiene awareness translated to better vocal function. The study further found out that more than half of the schools had physical environmental factors that may affect the voice function of the teacher such as; dust in the school environment including chalk dust, noise, insufficient drinking water and undisciplined learners. Also, there were no programs in schools to promote vocal health of teachers. Even though there were policies against noise making and indiscipline in schools; such policies only applied to pupils. In conclusion, vocal hygiene awareness should form an integral part of the teacher training curriculum. Also there should be modification of the school environment so as to improve and (or) eliminate factors that may affect the voice of teacher. Finally policies and programs aimed at improving the voice function of the teachers should be introduced in schools. The study recommends further research on the prevalence of voice disorders among teachers in Kenya to enable asses the actual burden of voice disorders on teachers.
Prolonged Speech Techniques Effectiveness in Treating Stuttering and Its Associated Traits Among Adults: Case Of Nairobi Stammering Support Group; Nairobi County Kenya.
(Kenyatta University, 2023-11) Mwangi, Asaph Irungu; Mathew Kinyua Karia
Abstract
Influence of Speech Disorders On The Development of Sosial Skills Among Preschoolers in Meru County, Kenya.
(Kenyatta University, 2023-10) Okindo, Nyaboke Eznah; Tom Abuom
Abstract
Instructional strategies of educating learners identified by teachers as gifted and talented in primary schools in Wareng district, Kenya
(Kenyatta university, 2011-11) Sambu, Mary Cheptanui; Geoffrey Kamau Karugu; Warkach kipkorir tonui
The main purpose of the study was to establish instructional strategies teachers use to educate learners who are gifted and talented in Primary schools in Wareng district, Uasin Gishu County, Kenya. Wareng district was purposively selected for the study because of its good performance in academics and sports. The objectives of the study were; identification of these learners, their characteristics, instructional strategies and their effects, and teachers’ opinions. Literature was reviewed according to the objectives of the study. The research study adopted mixed method approach design. The study sampled ten schools using purposive sampling techniques using the criteria of performance status. Ten head teachers were purposively picked and ninety teachers were selected using simple random technique getting a sample size of one hundred respondents. Quantitative and qualitative data were collected using questionnaires and interview guides for teachers and head teachers respectively. A pilot study was carried out to establish the validity and reliability of the instruments. Descriptive statistics in SPSS such as frequency tables, percentages, graphs and charts were used to analyse quantitative data while thematic texts were used to analyse qualitative data. The data were then triangulated to generalise conclusions on the findings of the study. The results of the findings showed that: observation was a widely used method of identifying gifted learners, major characteristics of gifted and talented included being active and aggressive, outstanding performance and giving extra work was indicated as a major strategy of instructing these learners. The study showed that majority of teachers were conversant with various strategies of teaching the gifted, however, they preferred using only one, that is, giving extra work, indicating a limitation on teacher`s competence to meet the diverse needs of gifted and talented learners. It is thus recommended that teachers be inserviced and trained to equip them with knowledge and skills on identification and programmes of gifted and talented. Further research should be done to determine the effectiveness and competence of teachers in educating learners who are gifted and talented in schools.
Teacher Competency as a Determinant of Mathematics Achievement among Class Six Learners with Dyscalculia in Kiritiri Division, Mbeere South Sub County, Kenya
(Kenyatta University, 2023) Njiru, Christine Muthoni; Jessina Muthee
Education is one of the fundamental factors that enriches people’s understanding of themselves and the world around them. Education is viewed globally as an ingredient of developmental process from both local and international perspective as an instrument for reducing poverty, gender inequality and discrimination owing to any disability form. Previous studies have noted that 10 children in every class of 40 pupils do not acquire mathematical numeracy in the sub-county. Further, among these pupils, those in class six achieved between 15% -18% in Mathematics subject. In this regard, it is expected that for inclusive education; teacher competency is considered a key determinant for mathematics achievement among class six learners with dyscalculia in Kiritiri division, Mbeere South Sub-County, Embu County. The purpose of this study was to establish whether teacher qualification, teacher's ability to use locally available materials, teacher’s classroom management skills and teacher's instructional delivery determines mathematics achievement among class six learners with dyscalculia. The study adopted a mixed method research adopting a descriptive survey design. The research was guided by the social developmental theory. The target population consisted of 378 pupils, 97 teachers from 14 primary schools and 1 QASO officer, giving a total of 476. Simple random sampling technique was used to select a sample of 38 pupils, 30 teachers, whereas purposive sampling was used to select the QASO officer. The main tools of data collection were: questionnaires and interviews. Piloting was done in one of the schools in the study area, which was omitted in the final study. Quantitative data realized from questionnaires was tallied, coded and analyzed descriptively (means, frequencies and percentages), with the aid of SPSS software, version 26. The study findings were presented tables and diagrams. Qualitative data from the interview was edited, transcribed, coded and analyzed thematically. The overall study findings showed that 60% of the teachers largely agreed that teacher competency contributed to mathematics achievement among class six pupils with dyscalculia. The study, recommended that, for greater mathematics performance among learners, the use of locally available resourced should be emphasized and teachers be encouraged to continuously enroll for in-service training courses to adequately learn novel approaches, skills and methods to better teach mathematics among learners with dyscalculia.
Instructional Strategies in Adapted Physical Education for Learners with Cerebral Palsy In Special Units of Kirinyaga County, Kenya
(Kenyatta University, 2019) Maina, John Muturi; Nelly Otube; Jane W. Mwangi
This study analyzed instructional strategies used by Adapted Physical Education (APE) teachers instructing learners with Cerebral Palsy (CP) in special units integrated to primary schools in Kirinyaga County. The core objective was to assess the availability of adapted PE facilities in the special units which enhance the implementation of APE. The study also sought to establish the professional qualification of teachers implementing APE in the special units. The study also aimed at analyzing the challenges affecting participation of learners with CP and their teachers in APE in the special units. The study utilized descriptive research design, employing survey method. The target population consisted of teachers and learners of special units and the respective head teachers of primary schools with special units in Kirinyaga County. A census of all the personnel in 6 special units was carried out. They included a total of 19 respondents and all of them responded. The study utilized questionnaires/interview schedules and observation guide to collect information. Data collected was analyzed quantitatively and qualitatively. Quantitative data was analyzed in percentages and presented in tables and charts with the aid of the Statistical Package for Social Science (SPSS), whereas the qualitative data was analyzed thematically using relationships of variables. Some of the major fmdings of the study were that 86 % of teachers agreed that adapted facilities were inadequate for use by learners with CP in APE, there were no Para-professionals to assist teachers of special units with severe cases of CP, 83 % of learners agreed the environment was not friendly and fmally all the head teachers administering the schools with special units are not conversant with issues in SNE. This study has highlighted important areas in the management of special units, and might assist educators on how to strategize for better implementation of the adapted PE in special units. In conclusion the study found out that APE was an important component of special education that enhances participation of learners with CP in PE and therefore needs special attention. To achieve this, adequate number of qualified teachers is needed to implement the APE curriculum and that the major challenges facing the implementation of the adapted PE curriculum have more to do with the provision of facilities suitable for the learners with Cerebral Palsy and also in provision of a more conducive learning environment. The study recommended that the government should get more involved in the provision of facilities, equipment, trained personnel and an appropriate curriculum for APE for learners with CP. The government should allocate more funds to upgrade special units through provision of physical facilities and employment of more teachers in order to make APE to be effective. Based on the study findings; it is recommended that similar research could be carried out in other parts of Kenya since types of disabilities may vary from one part of the country to another.
Enhancing access to braille materials for optimal Learning at Kibos primary school for the blind, Kisumu County, Kenya
(Kenyatta university, 2022-10) Mmasi, Jeremiah L.; Jessina muthee; Margaret murugami
The purpose of this study was to enhance access to Braille materials for optimal learning at Kibos primary school for the blind, this study was guided by four main objectives, which were: Establish the enrolment of learners who use Braille materials at Kibos primary school for the blind; Identify academic subjects most affected by inadequate Braille materials at Kibos primary school for the blind; Determine the causes of the shortage of Braille materials at Kibos primary school for the blind; Find out participants' views on enhancement of access to Braille materials at Kibos primary school for the blind. Kibos Primary School for the Blind was the locale for the study. The study employed a case study research design with a target population comprising 26 teachers, one transcriber, a librarian and a resource person. Interview schedules and questionnaires were administered to different groups of respondents. A pilot study was conducted at St. Oda Primary School of the blind. Census was used to acquire the needed information from the target population since it was small, and the researcher had no control. Qualitative data was analyzed qualitatively using narrative, while quantitative data was analyzed using a statistical package for social sciences version 17. The findings noted that the school enrollment of both male and female pupils was on the rise. However, the enrollment of male pupils was higher. The results also revealed that mathematics and science subjects were most affected by the shortage of braille learning materials. Among the identified causes of shortage of Braille learning materials were: inadequate funding, regular change of syllabus and delay by producers of the materials. This study recommended that to enhance the access to Braille learning materials at the school; the government should give adequate funds and build the capacity of the transcribers. The study was necessary since the government policy on education for all did not seem to cater for braille learning materials for learners with visual impairment.
Implementation of Individualized Educational Plan and Academic Achievement of Students in Ngala Secondary School for the Deaf, Nakuru County, Kenya
(Kenyatta University, 2022) Nellah, Kipyegon Jebet; BEATRICE BUNYASI AWORI; FRANCISCAH IRANGI WAMOCHO
Individualized educational plan is a learner centered instructional program developed by a multidisciplinary team to meet the academic needs of each learner in school. This study assessed the implementation of individualized educational plan (IEP) and academic achievement of students at Ngala Secondary School for the Deaf in Nakuru County, Kenya. The study focused on strategies used in IEP, effect of IEP and academic achievement and the challenges faced during its implementation. Data was collected from a target population of ninety-eight students, thirteen teachers and one administrator through purposive and stratified random sampling techniques. Purposive sampling was used on school administrator and teachers to select all the 13 teachers and 1 school administrator. On the other hand, stratified random sampling used to select a total of 24 students. The study sample comprised of 24 students, 13 teachers and 1 administrator leading to a total of 38 respondents. The research instrument included the use of questionnaires, interview schedules and document analysis. A pilot study was conducted at Kedowa Secondary School for the Deaf to enhance reliability and validity of the research instruments. Quantitative data were cleaned, labelled, coded, entered into a computer and organized using Statistical Package for Social Sciences (SPSS) version 30. Quantitative data were analyzed statistically using descriptive statistics such as percentages and frequencies. The analyzed data were presented using tables, bar-graphs and pie-charts. Qualitative data collected were grouped into different themes, presented as a narrative and discussed based on the objectives of the study. Findings revealed that many teachers who participated in the study identified students in the beginning of their first years in Special Schools, there was a positive effect of IEP and learner‟s academic achievement. However, teachers noted that implementation of IEP for students with HI would slow learning since it takes long procedures and more time. Findings showed that the major challenge towards implementation IEP was lack of adequate teaching and learning resources. The study concluded that there was a significant relationship between IEP implementation in class and academic achievement of the students if adequately implemented based on time and resources. The study recommended that the Ministry of Education and other stakeholders should help acquire adequate resources for the students with hearing impairment.
Enhancing Access to Braille Materials for Optimal Learning at Kibos Primary School for the Blind, Kisumu County, Kenya
(Kenyatta University, 2022) Mmasi, Jeremiah L; Jessina Muthee; Margaret Murugami
The purpose of this study was to enhance access to Braille materials for optimal learning at Kibos primary school for the blind, this study was guided by four main objectives, which were: Establish the enrolment of learners who use Braille materials at Kibos primary school for the blind; Identify academic subjects most affected by inadequate Braille materials at Kibos primary school for the blind; Determine the causes of the shortage of Braille materials at Kibos primary school for the blind; Find out participants' views on enhancement of access to Braille materials at Kibos primary school for the blind. Kibos Primary School for the Blind was the locale for the study. The study employed a case study research design with a target population comprising 26 teachers, one transcriber, a librarian and a resource person. Interview schedules and questionnaires were administered to different groups of respondents. A pilot study was conducted at St. Oda Primary School of the blind. Census was used to acquire the needed information from the target population since it was small, and the researcher had no control. Qualitative data was analyzed qualitatively using narrative, while quantitative data was analyzed using a statistical package for social sciences version 17. The findings noted that the school enrollment of both male and female pupils was on the rise. However, the enrollment of male pupils was higher. The results also revealed that mathematics and science subjects were most affected by the shortage of braille learning materials. Among the identified causes of shortage of Braille learning materials were: inadequate funding, regular change of syllabus and delay by producers of the materials. This study recommended that to enhance the access to Braille learning materials at the school; the government should give adequate funds and build the capacity of the transcribers. The study was necessary since the government policy on education for all did not seem to cater for braille learning materials for learners with visual impairment.
Academic Implications of Defiant Behavior Disorder on Performance of Learners with Hearing Impairment in Selected Special Schools, Kilifi County, Kenya
(Kenyatta University, 2022) Ernest, Ommang’ale Linus; George Wairungu Mathenge; Beatrice Bunyasi Awori
This survey aimed to explore the implication of defiant behavior disorder on academic performance of learners with hearing impairment in Kilifi County, Kenya. The study was prompted by the increasing number of learners with hearing impairment in Kilifi county failing to perform academically. The study objectives were to find out common traits of learners with hearing impairment with defiant behavior disorders in Kilifi County, Kenya. Establish how defiant behavior disorder leads to poor academic performance among learners with hearing impairment in Kilifi County, Kenya. To determine the prevalence of defiant behavior disorders in learners with hearing impairment in special schools in Kilifi County, Kenya and lastly to investigate education intervention strategies that were employed to curb defiant behavior disorder while improving academic performance in learners with hearing impairment in Kilifi County, Kenya. Piloting was done at School A for the Hearing Impaired after which further improvements of the research instruments was done. The survey was guided by the Social Learning theory advanced by Albert Bandura (1977). The descriptive survey design was adopted since it depicted the condition of occasions in view of the response from the participants. The target population was four hundred and sixty one respondents while the sample size was one hundred and fifty four respondents. The research instruments utilized were interview, questionnaires and observation schedules. Mixed data analysis methods were employed whereby qualitative data was analyzed by use of themes guided by the survey objectives while quantitative data was analyzed by use of simple descriptive statistics like measures of central tendency, frequency distribution tables, mean, mode, median and measures of dispersion i.e. variance and standard deviation. The study established that the defiant behaviours observed in learners with hearing impairment were mostly psychological including low self-esteem, low confidence and/or depression. Verbal defiant behaviours noted in learners included threatening others, labelling, cheating, gossiping and excluding others from games. These findings also suggest that exposure to family-related conflicts; drug and alcohol abusing parents or caregivers, poverty and trauma were the major factors causing defiant behaviours among learners with HI. The survey concluded that high scores of defiant behavior among learners with HI led to poor performance in class. School administrations need to boost greater parental involvement in the school by including them in the formulation of policies and a behavior management plan to deal with the issue of defiant behaviors especially those that are physical in nature. The Ministry of Education's quality assurance and standard division should make an effort to plan appropriate in-service programs for all teachers and head teachers in the special schools so that they can become informed and sensitive to communication strategies, sign language, and even instructional materials. This will help students do better in school. The study may be of benefit to the Ministry Of Education, Kenya Institute of Curriculum Development, and Teachers Service Commission who are major players in the field of education. Parents‟ guardians and sponsors of learners with hearing impairment with defiant behavior disorder will also be able to understand their learners better.
Classroom Management Strategies for out- of-Seat Behaviour for Learners with Autism Spectrum Disorders in Special Schools, Embu County, Kenya.
(Kenyatta University, 2022) Mutua, Abraham Gitonga; Joyce Ogogo
The study sought to investigate classroom behaviour management strategies used in decreasing out- of- seat behaviour for learners with Autism Spectrum Disorders in special schools in Embu County, Kenya. The study was guided by the following specific Objectives: To investigate self-management strategies used for decreasing out-of-seat behaviour in learners with ASD, to establish visual support strategies used for decreasing out-of-seat behaviour in learners with ASD, to determine token economy strategies used for decreasing out-of-Seat behaviour in learners with ASD and to establish peer support strategies used for decreasing out-of-seat behaviour in learners with ASD. The study was anchored on the theory of Abraham Maslow's hierarchy of needs, which demonstrates the motivation of human needs acquired in different levels. The researcher used descriptive research design. The population that was targeted was 143 comprising of 25 head teachers, 48 teachers, 65 parents and 5 EARCS from 2 special schools and 23special units in Embu County. Purposive sampling was employed to select 5 head teachers, 32 teachers, 10 parents, and 5 EARCs translating to 62 respondents. Questionnaires were used to collect data from the head teachers and teachers, whereas an interview schedule was used to collect data from parents/guardians and observation checklist was used to observe learners with autism spectrum disorders in class. Piloting was conducted in one special school to enhance validity and reliability of the research instruments. Data was analysed using frequencies and percentage and Statistical Package for Social Sciences (SPSS) version 21 facilitated the analysis. Findings of the study revealed that most of the teachers used self-management techniques aimed at reducing out of seat behavior. The teachers and students were had a positive attitude about the techniques because they helped in reducing out -of -seat behavior. Most teachers strongly agreed that through majority of the children developed self- efficiency through observing what their peers do. Further, it was established that visual support materials encourages child engagement. The study concluded that the use of token economy strategy helps to modify behaviour among learners with ASD by increasing desirable behaviour while decreasing their undesirable behaviour. Support strategies play a significant role in behaviour change among children with ASD because the strategy enables them to come together, share experience and decide on solutions towards a common challenge. The study recommends that the Ministry of Education should put in place measures to ensure that timely and appropriate placement of SNE learners. In addition, the Ministry of Education should monitor and do capacity building such as in-service training of teachers to equip them with more skills and knowledge on SNE learners. In addition, the government should allocate extra funds to public primary special schools to help them procure materials for SNE learners to prepare the schools in implementation of SNE curriculum.
Analysis of Educational Assessment Services for Students with Special Needs in Gatagara Schools - Rwanda
(Kenyatta University, 2022) Pierre, Nteziryayo Jean; Nelly Otube; Margaret W. Murugami
The purpose of this study was to analyze the educational assessment services for students with Special Needs (SN) in HVP schools in Rwanda. The objectives of the study were to examine the assessment services available for students with SN, determine the availability of assessment tools, establish whether teachers and assessment officers are trained to assess students with special needs and find out whether there were some education policies supporting assessment of students with special needs. The study was conducted in special and inclusive schools. This study was based on scaffolding model and Multiple Intelligence theories. The scaffolding model theory refers to the practice of providing guidance and support to children as they move from one level of competence to another. The multiple intelligence theory states that children have different ways of learning and different intelligence they use in their daily lives. The target population involved 678 students, 116 schools’ staff and 1 in charge of SNE in the Ministry of Education. A sample of 68 students, 18 schools’ staff and 1 ministry education staff were used. Purposive sampling technique was used to select school staff and Ministry staff. Simple random sampling was used to select students and stratified sampling technique was used to select teachers. The researcher used a questionnaire to collect data from the students, where closed-ended and open-ended questions were utilized to provide needed information for the study. An interview schedule was also one of the techniques that the researcher used to get information from school staff and ministry staff. A pilot study was done to enhance reliability and validity of the researcher instrument. Data collected from the field were edited, coded and analyzed using Statistical Package of Social Sciences (SPSS). Quantitative data were analyzed using descriptive statistics and qualitative data were analyzed using thematic approach. The findings revealed that all students with disabilities were not assessed before they are placed in any educational setting. Majority of schools indicted that schools did not have enough assessment tools. All teachers were not professionally trained to assess students with SN but all have had an in-service training on inclusive teaching approaches. The study revealed that there are policies, and programs that intend to support education of students with special needs. The study recommended that the Government of Rwanda should put in place an EARC centre that can provide appropriate educational assessment services for students with special needs. The Ministry of Education should also equip schools with enough assessment tools and equipment and ensure there is adequate multi-disciplinary team in the schools and organize educational assessment training for teachers and assessors.
The influence of spelling errors on english language performance among learners with dysgraphia in public primary schools in Lamu County, Kenya
(Kenyatta university, 2022-05) Njenga, Paul Kimani; Madrine G. King’endo; Phyllis W. Mwangi
This study investigated how spelling errors made by Class Seven learners with dysgraphia impacted on their performance in English. The objectives of the study were to identify the spelling errors that learners with dysgraphia made when writing English words and find out the instructional needs of the participants. Further, the study investigated the remediation strategies that teachers used to address the spelling errors and established how the spelling errors affected the performance of the English language among the study participants. The research was guided by the Connectionist Stimulation of Spelling Process with a view to explaining how participants with learning disabilities spell written words. Data was collected in public primary schools in Lamu County, Kenya, through interviews, pupils’ exercise books, past records, and a standardised spelling inventory. The study used mixed-method research design and relied on random sampling techniques in identifying the participants. A dysgraphia screening test was administered to the sampled learners to verify their eligibility to participate in the study. The study findings revealed that some learners paid attention to the phonological segments of the target word and associated particular letters with the segments, while others substituted letters in a target word or syllable leading to incorrect spelling. The study classified the various identified spelling errors into letter substitutions, deletions, insertions and transpositions, among others. The findings indicated that teachers did not identify the instructional needs of LwD which always made them use remediation strategies that did not address the pupils’ learning strengths and needs. The researcher concluded that it was out of these shortcomings in the teaching of the LwD that led to misspelling of English words in written tasks which consequently brought about the poor performance in English. The researcher recommends creation of public awareness programmes on LD, and early assessment programmes for identifying Special Needs Education learners for adaptive and accommodative interventions.
Influence of Delinquent Behaviour on Academic Performance of Learners in Kabete Rehabilitation School, Nairobi City County, Kenya
(2022) Kisendi, Julius Mulu; Kisilu Kombo; M. Murugami
The purpose of this study was to investigate the influence of delinquent behavior on the academic performance of learners in Kabete rehabilitation school, Nairobi County, Kenya. The objectives of the study were; to examine the influence of delinquent withdrawal, aggression, overreactions, and irritability behavior on the academic performance of learners in Kabete Rehabilitation School. The study was based on The Delinquent Behavior Theory and Theory of Educational Productivity. The study used a concurrent triangulation design in which the researcher implemented the quantitative and qualitative methods during the same time frame and with equal weight. The study targeted a total of 70 respondents comprised of one headteacher, 29 Teachers and Vocational Trainers and 40 learners at Kabete Rehabilitation School. purposive sampling was used to select all the 29 teachers and one headteacher while simple random sampling was used to select 10 learners in the rehabilitation school in Kabete translating to a total sample of 40 respondents. Questionnaires were used to collect data from teachers and vocational trainers, interview guides for the head teacher, and observation checklists for learners. Piloting of research instruments was conducted among three teachers and vocational trainers from Kiringiti Rehabilitation School in Kiambu County to establish validity and reliability. Data analysis began by identifying common themes from the respondents' descriptions of their experiences. Quantitative data were analyzed using Statistical Packages for Social Science (SPSS version 26.0). The quantitative findings of the study were then presented using tables and graphs. With the qualitative data, the researcher used thematic analysis. Then a record of all themes was prepared and arranged according to similarities and differences. The themes were afterward abbreviated as codes and the codes were written near the related text in a word document. The study established that the withdrawal, aggression, over-reaction, and irritability behaviors among learners in Kabete rehabilitation school were majorly expressed in isolation, violence, temper tantrums and lack of self-control respectively. Findings further revealed that violence, resentment, and suspicion among children negatively influenced the academic achievement of learners in Kabete Rehabilitation School, Nairobi County. The study concluded that most learners in Kabete rehabilitation school displayed delinquent behaviors both physically and emotionally in forms of social isolation, violence, mood swings, truancy, and high tempers. Withdrawal, Aggression, overreaction, and irritability behaviors significantly influenced the ling behaviors under such perspectives as participation in the classroom, class attendance, and completion of assignments and reading skills. This study recommended that schools or the government need to educate parents on children's aggressive behaviors and their influence on educational progress in school. The county government should ensure professional counselors are deployed in such schools to enhance attendance and curb dropouts.
The Influence of Spelling Errors on English Language Performance among Learners with Dysgraphia in Public Primary Schools in Lamu County, Kenya
(Kenyatta University, 2022) Njenga, Paul Kimani; Madrine G. King’endo; Phyllis W. Mwangi
This study investigated how spelling errors made by Class Seven learners with dysgraphia impacted on their performance in English. The objectives of the study were to identify the spelling errors that learners with dysgraphia made when writing English words and find out the instructional needs of the participants. Further, the study investigated the remediation strategies that teachers used to address the spelling errors and established how the spelling errors affected the performance of the English language among the study participants. The research was guided by the Connectionist Stimulation of Spelling Process with a view to explaining how participants with learning disabilities spell written words. Data was collected in public primary schools in Lamu County, Kenya, through interviews, pupils’ exercise books, past records, and a standardised spelling inventory. The study used mixed-method research design and relied on random sampling techniques in identifying the participants. A dysgraphia screening test was administered to the sampled learners to verify their eligibility to participate in the study. The study findings revealed that some learners paid attention to the phonological segments of the target word and associated particular letters with the segments, while others substituted letters in a target word or syllable leading to incorrect spelling. The study classified the various identified spelling errors into letter substitutions, deletions, insertions and transpositions, among others. The findings indicated that teachers did not identify the instructional needs of LwD which always made them use remediation strategies that did not address the pupils’ learning strengths and needs. The researcher concluded that it was out of these shortcomings in the teaching of the LwD that led to misspelling of English words in written tasks which consequently brought about the poor performance in English. The researcher recommends creation of public awareness programmes on LD, and early assessment programmes for identifying Special Needs Education learners for adaptive and accommodative interventions.

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