MST-Department of Special Needs Education

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Teachers’ Pedagogical Practices and Their Implications on Academic Performance of Learners with Low Vision in Selected Schools in Botswana
(Kenyatta University, 2025-10) Toteng, Martha T.
Teachers’ methods of instruction have a major effect on learners' academic performance. This is true for learners with disabilities such as those with low vision (LV), who do not often benefit from methods used to teach their non-disabled peers. The objectives of this research were to establish how teaching strategies used to deliver the core curriculum influence the academic performance of learners with LV, explore how the provision of the Expanded Core Curriculum (ECC) affects the academic performance of learners with low vision, assess how adaptations to the learning environment impact the academic performance of learners with LV and evaluate how school administrators’ support for teaching influences the academic performance of learners with LV. The Classical liberal theory of equal opportunities guided the study. The study employed a descriptive survey research design, utilizing both quantitative and qualitative approaches. Purposive sampling was used to select Phatlhogo Primary School in the North East Region and Matsieng Primary School in the Kgatleng Region, whereas census sampling was used to obtain the entire population of teachers and administrators of the two primary schools that integrate learners with visual impairment (VI). Participants in the study included twenty-four (24) special education teachers, forty-three (43) regular teachers, and two (2) school administrators. A sample of six (6) with three (3) officers from the Ministry of Education and Skills Development - Department of Special Support Services and three (3) VI SPED teachers from the only Junior Secondary School – Linchwe in Kgatleng, integrating learners with VI, was used for pilot testing. Data was collected through questionnaires, interview guide, observation guide and document analysis guide. Content validity was undertaken for the research instruments. Cronbach's alpha was used to determine the instruments’ reliability. Quantitative data acquired from the surveys was analysed using Statistical Package for the Social Sciences (SPSS) version 28. Interviews were transcribed and data was analyzed thematically. Participants’ informed consent was sought alongside ensuring their anonymity and confidentiality on data given. The study established that teachers used different teaching strategies that maximize learning opportunities for learners with LV which include cooperative learning and differentiated instruction in their curriculum delivery. Botswana schools were committed to including learners with LV, but there were inconsistencies and resource limitations. Improvements are needed in communication, standardized practices, resource availability, teacher training, and collaboration. Schools prioritized braille literacy and some learners with Individual Educational Programs (IEPs) performed above average. However, there were shortages in essential tools like assistive technology and lack of clear policies for consistent support to aid in teachers’ pedagogical practices and contribute to the academic performance of learners with LV. The study recommends the introduction of ECC for learners with VI, a special needs education policy that includes teacher training plans, job descriptions, and adequate resource allocation. It also suggests national frameworks and standardized practices for assessment and IEPs. Further research should focus on the impact of assistive technologies and standardized practices.
School Determinants Influencing Social Skills Development among Learners with Mild Intellectual Disabilities in Units in Siaya County, Kenya
(Kenyatta University, 2025-11) Otieno, Beatrice Anyango
Social skills development is an important aspect of education among children with intellectual disabilities for independent living. The purpose of this study was to analyze the school determinants influencing social skills development of learners with mild intellectual disabilities in special units in public primary schools for learners with intellectual disability in Siaya County. Most learners with mild ID lack social skills, this is exhibited by challenges they face in the community. The study therefore looked at; instructional strategies, teachers training, instructional resources and physical facilities in relation to social skills development. The theoretical basis of the study was based on Vygotsky's theory of social development. In the study, a mixed method approach with a focus on both qualitative and quantitative aspects was employed. 10% of the 24 schools that serve learners with modest intellectual disabilities were included in the sample. A total of 189 respondents from the research location made up the target group, which included (137) learners with intellectual impairments who took part in the study, 12 head teachers who were interviewed, 12 deputy head teachers, and 29 teachers who completed the questionnaires. The researcher used purposive random sampling to select special units in public primary schools for learners with ID to take part in the study. The main research instruments, which were used, included open-ended questionnaires, interview guides and observation checklists. Validity was ensured through expert consultation from supervisors. Triangulation, piloting and test retest was adopted to increase reliability of qualitative data. After two weeks, the researcher picked up the completed surveys that were given to the target schools. The researcher also conducted in-person interviews at the school. In Siaya County, one special unit for learners with intellectual disabilities served as the pilot site. Quantitative data was examined using a computer program, the statistical package for social science (SPSS) software version 22, and displayed in tables, graphs, and charts. Qualitative data was gathered, analyzed thematically, and given in narrative form. From the study findings, it was indicated that teachers were equipped with the knowledge to teach social skills to learners with intellectual disabilities. The head teachers informed this study that inadequate teachers without required skills may not capture all the needy learners with MID due to high population with a majority being the regular learners. This study recommended that there is need for enhanced home practice by learners, training learners with mild intellectual requires a lot of patience, increase the frequency of trainings and involve parents and significant others in the training programs. Also, teachers need to employ Scaffolding which is a technique for changing and extending instruction to learners and aid in their acquisition of new abilities.
Flipped Classroom Learning Influence on Mathematics Performance Among Learners in Thika High School for the Visually Impaired, Kiambu County, Kenya
(Kenyatta University, 2025-12) Ncekei, Jackline
Learners with visual impairment have continued to perform dismally in mathematics for the past decade. Despite the emerging teaching strategies that are learner-centered teachers predominantly utilize direct instruction methods when teaching mathematics. As learning technologies advance, new pedagogical strategies have developed to improve learners’ performance. The purpose of this study was to establish the flipped classroom learning influence on Mathematics performance among learners with visual impairment (VI). The study objectives were to: assess the teaching strategies used in teaching Mathematics to learners with VI, Explore the flipped classroom learning activities suitable for teaching Mathematics to learners with VI, Investigate the effectiveness of flipped classroom learning activities on performance in Mathematics, and Establish the challenges experienced when using flipped classroom learning strategy in learning Mathematics. The study was guided by the meaningful learning theory. The study adopted the quasi-experimental study design enriched with descriptive. The study targeted all form two learners with visual impairment. Purposive, stratified and simple random sampling techniques guided selection of sample size. The data collection instrument used were; classroom observation schedules, interview schedule and pre-test and post-test. Pilot study was done at St. Lucy’s high school for the VI. The quantitative data was analysed and presented inform of descriptive statistics and inferential statistics, using Statistical Package of Social Science, version 22. The main findings were; FCL helped learners with VI to learn independently and creatively, thus encouraging them to develop critical thinking skills; FCL is an effective teaching strategy that helped improve academic achievement of learners with VI by raising levels of involvement and access to instructional content and resources. Based on the study findings, the study commended that, The KICD to design a curriculum to allocate more time for Mathematics lesson and schedule training programs for mathematics teachers to expose them to different emerging teaching strategies such as FCL
Relationship between Posture and Speech Production among Children with Cerebral Palsy in Rehabilitation Centers in Nairobi City County, Kenya
(Kenyatta University, 2025-08) Ochieng, Hillary Otieno
This research examined the relationship between posture and speech production in children diagnosed with Cerebral Palsy (CP) who receive rehabilitation services in Nairobi, Kenya. This study examined the influence of various body postures on muscle coordination, muscle stiffness, and respiration, and how these factors subsequently affect speech production, particularly within the oral, cervical, and facial muscle groups. The investigation was anchored on the myoelectric-aerodynamic theory of voice production, with posture serving as the independent variable and speech production as the dependent variable. A cross-sectional research approach was adopted, accompanied by an extensive review of literature addressing posture and speech production among children with cerebral palsy (CP). The study sample comprised 296 children aged between 2 and 10 years diagnosed with CP, along with four paramedics, making a total of 300 participants. Both systematic and random sampling methods were applied to select the study group. To guarantee precision and consistency in the results, validity and reliability were assessed using Cronbach’s alpha and Kappa statistics. Data analysis was conducted using SPSS software, with results presented in tables, charts, and frequency distribution formats. Participation was entirely voluntary, and confidentiality as well as anonymity were assured for all respondents. The results revealed that certain postural conditions exert a significant influence on speech production. Children with lordotic posture, characterized by an inward curve of the spine, demonstrated reduced speech clarity, while those with kyphosis, or a rounded upper back, experienced weak phonation, lower vocal volume, and difficulty in controlling pitch and loudness. Sway-back posture was linked to poor breath control and impaired muscle coordination, further affecting speech production. The research found that incorrect body posture affects phonation by modifying breathing rhythms and the alignment of the vocal structures. The research concluded that posture plays a crucial role in speech production among children with CP. Children with lordotic postures faced speech problems, while those with kyphotic postures exhibited weakened phonation and limited vocal control. The study recommended the implementation of inclusive healthcare policies that emphasize early intervention, posture correction, and targeted speech therapy to enhance communication abilities. Additionally, it suggested that the Ministry of Health develop structured guidelines for healthcare professionals to assess and manage posture-related speech difficulties using an integrated care approach.
Instructional Strategies and Academic Performance for Students with Hearing Impairment in Selected Inclusive Secondary Schools in Kagera Region, Tanzania
(Kenyatta University, 2025-05) Kalist, Fikra Mtagwaba
This inquiry aimed to probe pedagogical methods influencing scholastic achievement for pupils with Auditory Impairment (AI) within specific integrated secondary academies in Tanzania's Kagera region. The investigation's goals were: to ascertain communicative modalities employed by educators and AI students affecting classroom learning outcomes; to identify instructional techniques utilized by teachers impacting AI students' academic progress; to gauge the accessibility of educational materials supporting AI students' learning; and to explore challenges hindering academic success encountered by AI students and their instructors in inclusive secondary settings. Hornby’s 2015 Inclusive Special Education framework informed this study. A descriptive survey design guided this research, incorporating both numerical and qualitative data collection. The total group comprised one principal (male), one principal (female), 58 teachers, and 56 AI students. The study sample involved 31 participants: one principal (male), one principal (female), 13 teachers, and 16 AI students. Surveys, interview protocols, and observation forms facilitated data gathering. A preliminary study at Ruhinda secondary academy in Karagwe district employed the test-retest method to confirm survey reliability, yielding a correlation coefficient (r) of 0.81. Interview protocol validity was ensured via member feedback and triangulation. Numerical data were analyzed using SPSS version 25 with descriptive statistics (percentages, frequencies) presented in tables and figures. Qualitative data underwent thematic analysis and narrative presentation. Findings revealed most teachers in integrated secondary schools primarily used spoken language during instruction, while AI students favored sign language for learning. Common teaching methods included providing notes, allowing AI student participation, writing instructions, and pairing AI with hearing students. Educational resources for AI students were lacking. The study concluded that employed instructional strategies inadequately addressed AI students' educational needs due to teacher communication modes, teaching approaches in crowded classrooms, and insufficient resources. The recommendations emphasized enhancing visual aids, broadening vocabulary instruction, and conducting regular AI training for teachers to improve communication and teaching effectiveness. Further research on language transition effects (Kiswahili to English) on AI students' learning was also suggested.
Teacher Intervention Strategies to Improve Social Skills among Learners with Emotional and Behavioural Disorders in Selected Primary Schools, Nairobi City County
(Kenyatta University, 2025-02) Ngugi, Eunice Njuhi
High-profile disruptive behaviours, many of which are attributed to emotional and behavioural disorders (EBDs), are a common occurrence in primary schools in in Embakasi Sub-County, Nairobi City County, Kenya. Strategies to enhance social skills may help learners with EBDs improve their behaviour. However, the evidence of the use of such strategies in primary schools in Embakasi Sub-County is currently lacking. This study, therefore, investigated teacher intervention strategies to improve social skills among learners with EBDs in selected primary schools in Embakasi Sub-County. The objectives were to identify the social skill deficits, determine teacher competencies in facilitating social skills, establish intervention strategies that teachers use to influence social skills, and find out the challenges encountered by teachers in promoting social skills for learners with EBDs in these schools. The study, which was guided by Vygotsky’s Theory of Social Development, employed descriptive survey design using both qualitative and quantitative methods. The target population comprised 39 administrators, 239 teachers, and 10,571 learners in 7 public, regular primary schools in Kayole Zone, Embakasi Sub-County. Following a scrutiny of the institutions’ ‘black books,’ the population was narrowed to class seven learners in two schools, purposively selected because they had the highest number of behavioural cases in the zone. The two schools had 12 administrators, 74 teachers, and 363 class seven learners, out of which 47 were identified as having EBDs. The initial sample included all the 12 administrators, 23 teachers selected through a stratified random process, and all the 47 learners with EBDs. Of these, 8 administrators, 16 teachers, and the 47 learners took part in the study. A structured questionnaire, which also had the Social Skills Rating System (SSRS), and interviews were used to collect data. Instrument validity was achieved by ensuring that they adequately captured the research variables. For reliability, the test-retest procedure was used and a correlation coefficient of 0.83 was achieved. Quantitative data was analysed using frequencies, percentages, means, the independent samples t-test and one-way ANOVA. All analyses were done in SPSS (v. 21) and findings presented using tables and graphs. Qualitative data was analysed thematically and presented narratively. The mean SSRS score for the learners was 12.64 (SD = 3.54), indicating very low social skills. Teachers had, on average, a low competency in identifying learners with EBDs, with a significant difference observed between those with and those without a formal training in EBD management (t = 5.25, p < 0.001). Teachers rarely used recommended intervention strategies for EBDs. The most salient challenges included a lack of specialised training, issues with school/class environmental management, difficulties adapting the curriculum and instructional methods, problems with identifying learners with EBDs, and inadequate instructional resources. From the findings, it can be concluded that the majority of teachers in primary schools in Embakasi Sub-County have low competencies in facilitating social skills among learners with EBDs and, instead, rely mostly on ineffective strategies. The government should ensure regular effective training for these teachers to equip them with the skills and competencies needed to address the needs of learners with EBDs.
Mathematics Performance as a Determinant of Academic Achievement among Primary School Learners with Hearing Loss in Meru and Tharaka-Nithi Counties, Kenya
(Kenyatta University, 2025-04) Murungi, Eunice Kagwiria
Education is a fundamental human right that contributes significantly to economic productivity and development. Learners with hearing loss typically fall behind their hearing classmates academically, and mathematics is one of the areas where they struggle to learn. The study sought to explore mathematics performance as a determinant of academic achievement among primary school learners with hearing loss in Meru and Tharaka-Nithi Counties, Kenya. The study objectives were to establish the extent of use of adapted teaching and learning strategies in the teaching of mathematics by learners with hearing loss, to find out the influence of teaching and learning resources on the performance of learners with hearing loss, to determine the influence of the degree of hearing loss on the performance of learners with hearing loss, and to establish the learners’ attitude towards teaching and learning mathematics in Meru and Tharaka-Nithi Counties. The study was guided by the Brunner Theory of Instruction. The study adopted a descriptive survey research design. The study was done in two schools, one in Meru County and the other in Tharaka-Nithi County. The study targeted 215 learners with hearing loss from both schools. Additionally, the head teachers of the two schools and grade four, five, and six teachers teaching mathematics were also targeted. The study utilized purposive, stratified and random sampling techniques. A total of 78 respondents were sampled. The study utilized questionnaires, an interview schedule and an observation schedule for data collection. Piloting was done at Njia special School for learners with hearing loss in Meru County. Both qualitative and quantitative data were collected. Quantitative data were analyzed descriptively with the aid of Statistical Packages for Social Sciences version 26 and presented in figures and tables. The qualitative data were analyzed thematically and presented in the form of narratives. The findings show that teachers used various teaching strategies, such as lecturer-based teaching, demonstration and modelling, problem-solving approaches and interactive teaching. The results showed that a resource room, Kenyan Sign language use, Visual aids, projectors, teacher aids, lesson plan, IEP and lesson notes were available. The degree of hearing loss significantly impacts the performance of learners with hearing loss across various domains of their development, including communication skills, educational progress, social and emotional well-being and self-esteem. Learners' attitude towards teaching and learning mathematics play a crucial role in their academic success and their overall perception of the subject. Fostering positive attitude towards mathematics is essential for promoting mathematical literacy and helping learners achieve their full potential in this critical subject. Given that they have been demonstrated to be the most successful in improving subject acquisition and retention, the study advises teachers of mathematics to prioritize group discussions, peer teaching and the implementation of IEP as essential strategies in their mathematics instruction.
Family Dynamism on Educational Performance of Learners with Hearing Impairments in Selected Public Primary Schools of Busia County, Kenya
(Kenyatta University, 2025-03) Auma, Pascalia Angela
The research aimed to investigate family dynamism and its influence on educational performance of learners with hearing impairment in selected primary schools of Busia County, Kenya. The study objectives were to determine family dynamism strategies in promotion of educational performance of learners with hearing impairment, establish how IFSP can enhance educational performance of learners with hearing impairment, to assess resources used by families to support family dynamism for educational performance of learners with hearing impairment and to establish Challenges encountered by IFSP in enhancing educational performance of learners with hearing impairment in the selected public schools in Busia County. Bowen Family Frameworks Theory was employed in the study. The study employed a descriptive survey research approach, gathering data through interviews and structured questionnaires. The teachers and study institutions were chosen using the purposive sampling approach. Parents of students with hearing impairments from particular Busia County schools were picked at random. Three teachers and one administrator from each of the four chosen schools made up the key informants. The research had 60 responders in all. Version 17 of the Statistical Package for Social Sciences (SPSS) software was utilized to analyse the data. Frequencies and percentages were used to show the data. The study found that auditory oral strategy creates comprehension and mastery of spoken words, intonation and language rules via hearing with minimal degrees of visual support for language. Equally, the research established that there was no active Individualized Family Service Program (IFSP) in many of the study schools, there were no funds to cater for early intervention services to mitigate team demands for early intervention service program. It was also revealed that teachers spent time and were committed to helping the child and family in the identification of the child’s strength and needs, the outcomes expected, and the support needed for the child and family. Lastly, there was no infants’ and toddlers’ programs which were initiated according to the expected standards of early intervention service program.
Evaluation of Parental Factors for Intervention of Speech and Language Delay among Children Aged 3-5 Years in Kawangware, Nairobi City County, Kenya
(Kenyatta University, 2025-06) Asamba, Francine
The study aimed to evaluate parental factors for appropriate intervention of speech and language delay among children aged 3-5 years in Kawangware, Nairobi City County. The study’s objectives were: to conduct an investigation on parental awareness of speech and language delay in Kawangware, Nairobi City County, determine parental knowledge of therapy for speech and language available for children with speech and language delay in Kawangware, Nairobi City County and to adopt parent-implemented speech and language intervention techniques to address speech and language delays in Kawangware, Nairobi City County. The study was guided by the theory of human development presented in Bronfenbrenner's Bio Ecological Model. A descriptive research design was adopted in the study. The focus of the study was on 30 children between ages 3-5 who are speech and language delayed and their parents from Riruta Holy Ghost Mission Special School and Dagoretti Muslim primary school. The study employed purposive sampling technique. A pilot study was carried out at Kawangware Primary School to determine the reliability and validity of research instruments. The information was collected by interviewing parents. The data collected was analysed using both quantitative and qualitative methodologies. The analysis revealed varying levels of parental awareness regarding speech and language delay. Many parents were unsure of when children should begin babbling or forming sentences, and often attributed delays to factors such as gender, premature birth, or multilingual environments. Regarding the second objective, majority of parents reported having heard of speech therapy; however, less than half were aware of local services, indicating a moderate level of general awareness but limited functional knowledge. Thematic analysis revealed that parents often relied on informal sources for information and lacked clarity on how therapy works or where to find it. For the third objective, qualitative data indicated that although formal questions were not posed, many parents actively engaged in home-based interventions such as encouraging conversations and repeating words. This suggests a strong parental willingness to support their children if provided with appropriate guidance and tools. The study concludes that there is a critical need to raise parental awareness of speech and language development; disparities in access to services and knowledge hinder effective intervention; and parent-led strategies, when supported, can significantly enhance communication outcomes. To address these issues, it is recommended that: community sensitization campaigns and parent education forums be implemented through partnerships with local healthcare and early childhood centres, and (targeted outreach initiatives such as posters, flyers, and referral pathways be developed to help parents locate and access speech and language therapy services in their locality.
Sources of Information About HIV and AIDS among Students with Disabilities in Institutions in Rwanda,
(Educational Research International, 2017-08) Habinshuti, Gonzague; Wamocho, Franciscah Irangi; Njoroge, Michael
This paper examines a study designed to investigate access to HIV and AIDS information by students with disabilities in institutions of higher education in Rwanda. Purposive sampling was used to select 154 students with disabilities, 5 deans of students, 5 medical doctors and 5 heads of HIV/AIDS clubs. Questionnaire was used to collect data from students with disabilities while the interview schedule was used to collect data from deans of students’ medical doctors and heads of HIV and AIDS clubs. The findings of the study revealed that students with disabilities are at increased risk of contracting HIV/AIDS, they are sexually active and they constitute a special group which needs special attention. The study further showed that there is incorrect perception on the mode of HIV/AIDS transmission and prevention among students with disabilities. The findings further revealed that the most available sources of HIV/AIDS information in the community were teachers, non-governmental organizations and health facilities, posters, radio, political party leaders and printed materials. Based on these findings the study recommended that the government of Rwanda, the organization of people with disabilities and other organizations working with people with disabilities should break down barriers by elaborating specific policy and providing training workshops to address the various misconceptions about HIV/AIDS transmission and prevention among students with disabilities
Development of a Guidance Programme for Students with Special Educational Needs in Kenya: A Study on Personal Orientation
(Blackwell Publishing, 2008) Wamocho, Franciscah I.; Karugu, Geoffrey K.; Nwoye, Augustine
In this article, Franciscah Wamocho, lecturer and chairperson, Geoffrey Karugu, senior lecturer, both in the Department of Special Education, and Augustine Nwoye, Associate Professor in the Department of Psychology, all from Kenyatta University in Nairobi, argue that people with disabilities are likely to need the support of counselling services. The study reported here sought to collect baseline data that could be used in designing a comprehensive guidance programme for students with disabilities in secondary phase special schools and vocational rehabilitation training centres in Kenya. A personal orientation inventory was employed to measure values and behaviours among 229 students with visual impairments, hearing impairments and physical disabilities. The results reveal that the students with special educational needs may be non-selfactualising. The trend suggests that students with special needs may be living in the past or future with a lot of regrets and negative sentiments. Taking account of insights derived from Maslow’s theory of self-actualisation and other related literature, the findings of this study appear to reinforce the need for a guidance and counselling programme to be developed for students with special educational needs in Kenya. This study reveals the direction that such a programme could take if it is to be of benefit to a Kenyan clientele with special educational needs
Strategies for Teaching Reading and Their Influence on English Performance among Learners with Reading Disabilities in Thika West, Kiambu County, Kenya
(Kenyatta University, 2022-10) Peter, Ndinda Penninah
Abstract
Teachers’ instructional strategies affecting performance in English among learners with mild intellectual disability in primary schools in Kiambu County, Kenya
(Kenyatta University, 2022-05) Gachie, Mary Wanjiku
The guiding principal purpose for the study was to establish the teachers' instructional strategies affecting performance in English among learners with Mild Intellectual Disability (MID) in primary schools in Kiambu County. Specifically, the study: assessed the English performance of learners with MID, established the effects of teacher qualification in special needs, teacher attitude and teachers’ instructional methods on the English performance of learners with MID in primary schools in Kiambu County. The study employed social constructivist theory to explore the teachers’ instructional strategies that had effect on the English performance of learners with MID in acquiring self-regulation. In this study 31 class six English teachers, 2111 class six learners and 31 school administrators within 3 zones were targeted in the descriptive survey study. A 20% sample was used to sample the learners, while purposeful sampling was used for the teachers and school administrators. The study used a sample of 31 school administrators, 31 teachers and 422 learners, all from the three identified zones. For data collection, the proposed study employed the following instruments: observational schedules, interview schedules and questionnaires. In this study, two questionnaires were used; for teachers, and for school administrators. Piloting was done in Gicharani primary school and helped in determining the validity of the research instruments while test and re-test method was used to test the nstruments’ reliability. Quantitative data questions were analyzed by descriptive statistics using frequencies, percentages and measures of central tendencies. The study found that the majority of learners with MID performed below average. Similarly, the majority of their teachers believed that inclusive approaches could help the learners with MID. Most teachers had certificate and diploma while some had degrees in Special Needs Education (SNE). It was found that the teachers with these qualifications were likely to have their learners with MID performing averagely as compared to those without the training. The p value 0.034<0.05 was significant which showed that the teachers’ qualification in SNE training had statistically significant influence on the learners with MID English performance. Findings further revealed that the teachers’ attitude was positive with some having a negative attitude. The chi-square analysis revealed that the p-value was statistically significant at 0.018 implying that the teachers’ attitude towards the learners affected the learners with MID’s English performance. Furthermore, findings revealed that the teachers and school administrators generally believed that group discussions were critical in helping learners with MID. However, the observation revealed that group discussions were rarely used in class. The chi square results revealed that the MID learners’ English performance was influenced by the teachers’ instructional methods which was supported by the statistically significant p value 0.010<0.05. The study recommended the ministry of education to develop policies to assess learners’ intellectual ability to ensure that learners with MID were identified early in order to provide early intervention to ensure their achievement was at par with their peers.
Teaching strategies and reading comprehension among learners with learning disabilities in public primary schools in Kitui County, Kenya
(Kenyatta University, 2024-05) Wakati, Purity Kebebe
Perspectives of Aphasia Patients and Caregivers on Effectiveness of Speech Therapy in Enhancing Communication Skills in Nairobi City County, Kenya
(Kenyatta University, 2024-10) Muchene, Salome M.
The purpose of this study was to assess the perspectives of aphasia patients and their caregivers on the effectiveness of speech therapy in enhancing communication skills in Nairobi City County. The study sought to: determine the extent of satisfaction of aphasia patients and their caregivers with speech therapy in enhancing communication, ascertain the perceptions of aphasia patients and their caregivers on the quality of speech therapy services in Nairobi County, explore caregivers' views on their involvement in speech therapy delivery, and establish the views of aphasia patients and their caregivers on the intervention strategies applied to enhance their communication. The study was guided by Higgins' discrepancy theory and Schaffer's fulfillment theory. The study adopted a descriptive research design, focusing on aphasia patients and their caregivers, as well as speech therapists in Nairobi County. Purposive sampling technique was employed in selection of study participants. A pilot study was carried out at a Hospital in Nairobi City to determine the reliability and validity of the research instruments. Data was collected via the administration of questionnaires to the patients and caregivers, and interview guides were used for the speech therapists. The researcher used both quantitative and qualitative methods to analyze the collected data. The study findings show that more than a half of the respondents were positive about the role played by speech therapy in enhancing communication after brain damage. Those caregivers got involved in speech and language therapy; in some cases after initiative from the therapists. Strategies used were found to be always personalized and are focused on the patient’s immediate needs. Similarly, therapy objectives are also always typically customized to a patient’s needs; hence speech therapy may differ from patient to patient depending on the degree of aphasia. The study suggests that the Ministry of Health and similar organizations should increase awareness of the importance of speech therapy for communication issues caused by brain damage. Moreover, caregivers should be empowered by providing them with understanding, resources, and consideration of their needs, thereby making them essential partners in the speech therapy process for individuals with aphasia.
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.

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