PHD-Department of Special Needs Education

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Impact of Kenyan sign language instructional medium on academic performance of learners with hearing impairment in special primary schools in Kenya
(Kenyatta university, 2018-11) Sambu, Mary Cheptanui; Nelly Otube; Beatrice Bunyasi Awori
The purpose of this study was to establish the impact of Kenyan Sign Language as an instructional medium on the academic performance of learners with hearing impairment since it was officially recognized in 2004 as the medium of instruction in special primary schools. This study was carried out in five selected special primary schools across five counties in Kenya. The objectives of the study included: to assess the academic performance of learners with hearing impairment, impact of the Kenyan Sign Language, teachers‟ competence in Kenyan Sign Language, teachers‟/learners‟ opinions, and teaching/ learning resources. The Universal Grammar theory by Chomsky (1965) formed the theoretical framework for this study. Various literature were reviewed, based on the objectives of the study. The research methodology included descriptive survey design, and mixed method approach (quantitative and qualitative). The study targeted a population of three hundred and sixty nine: five head teachers, one hundred and eleven teachers, and two hundred and fifty three learners. A sample size of one hundred and twelve respondents was selected: five head teachers, fifty seven teachers, and fifty learners. Purposive sampling was applied to select counties, schools, head teachers and learners, while a simple random sampling procedure was applied to select teachers in each school. The instruments used for data collection included questionnaires, interview guides, observation schedules, and document analysis guides. To ascertain the validity and reliability of the instruments, independent judges were used to review them, a test and re-test were done and a pilot study was conducted. Data obtained from questionnaires were analysed quantitatively, using descriptive statistics. Data collected using interviews and observations were coded, quantified, categorized and analysed following themes derived from the research objectives. Both data were integrated to get the findings of the study. The study found that the use of Kenyan Sign Language to instruct learners with hearing impairment had led to an improvement in their academic performance. Head teachers and teachers felt that learners‟ performance after the official introduction of KSL was better compared to performance prior to that. While KSL as a subject was found to be the best performed, the scores in certain subjects, such as Social Studies were very low and performance of learners with hearing impairment was still below average as compared to their hearing counterparts. The study found that KSL helped learners understand and comprehend concepts better. However, abstract concepts lacked appropriate signs and this made learning difficult for the learners. Findings on teachers` competence in KSL skills revealed that teachers still lack adequate skills in use of KSL. On teaching/ learning resources the findings showed that these were also inadequate. The main visual resources available were KSL text books and KSL dictionaries. KICD video tapes were the major technological resources available in schools. The study recommends that more signs be developed to keep up with the current and emerging trends in the education of learners with hearing impairment and that teachers be given specialized and comprehensive KSL training courses. This study also recommends the development of teaching/learning resources that are relevant and appropriate and can be used to meet the needs of learners with hearing impairment. The research findings therefore, may be useful to curriculum developers and policy makers, and may provide information that can be used to enhance and promote the education of learners with hearing impairment; which may lead to improved academic performance, consequently resulting in better transitions
Assessment of outcomes of transition process on behaviour change among graduate rehabilitees reintegrated from rehabilitation schools in Kenya
(Kenyatta university, 2022-10) Wang’eri, Joyce Mugure; George Mathenge Wairungu; Margaret Murugami
Reintegration focuses on an individual's ability to function in community in terms of peer connections, facility and family in general. The aim of this study was to determine the outcome of the transitional process of behavior change among the rehabilitee graduates released from rehabilitation schools in Kenya. The research goals were; to identify factors that contribute to successful reintegration, to examine follow-up of the graduates, to investigate the opinion of the graduate rehabilitees towards the reintegration process, explore whether family members accept and support the graduate rehabilitees, to establish ways in which community leaders support the reintegrated rehabilitees, explore the challenges faced by the reintegrated rehabilitees and identify gaps on the education and vocational training curriculum used in rehabilitation Schools. The target population was drawn from the rehabilitees reintegrated from all rehabilitation Schools, rehabilitation School managers, one family member and one community leader per rehabilitee who knew them well were also targeted. A sample size of 10 rehabilitees, 7 managers, 10 family members and 10 community leaders were interviewed. A qualitative research approach applying phenomenological design was applied. This was used to allow researchers to gather information on reintegrated rehabilitation graduates. The study used snowball sampling technique to select the Graduate Rehabilitees. Interview guides were used to solicit information from respondents. The school managers, family members and community leaders were purposively selected. It was informed by the Social Reaction Theory founded by Erwin Lemert. The pilot study was done on graduates residing within Kiambu and Nairobi counties who were reintegrated from Othaya and Kakamega Rehabilitation Schools. Researcher handed over the research tools to various research professionals, including supervisors and fellow researchers, to review their content and relevance. Their suggestions were incorporated into the research instruments to improve them. Further triangulation of data, detailed questions during interviews, use of field notes, and use of appropriate time in the field also increased the reliability of qualitative data. A biographical study based on the life stories of individuals reintegrated from rehabilitation school from year 2012–2015 was appropriate to fill this gap. Data was collected through interviews, coded into topics, and written in a notebook to help answer research questions. There was lack of funds for follow-up and no set programs for reintegration. It was found that there was need for more courses to be introduced in the schools to help the Rehabilitees cope with improved technology after they are released and also help them acquire skills to help them earn a living after reintegration. Majority of the reintegrated rehabilitees were not on any form of supervision, no follow-up, some graduates had a lot of support from their families, some were discriminated upon in the community for being rehabilitees and finding jobs, schools and other services within the community was not easy.
Assessment of Outcomes of Transition Process on Behaviour Change among Graduate Rehabilitees Reintegrated from Rehabilitation Schools in Kenya
(Kenyatta University, 2022) Mugure, Wang’eri Joyce; George Mathenge Wairungu; Margaret Murugami
Reintegration focuses on an individual's ability to function in community in terms of peer connections, facility and family in general. The aim of this study was to determine the outcome of the transitional process of behavior change among the rehabilitee graduates released from rehabilitation schools in Kenya. The research goals were; to identify factors that contribute to successful reintegration, to examine follow-up of the graduates, to investigate the opinion of the graduate rehabilitees towards the reintegration process, explore whether family members accept and support the graduate rehabilitees, to establish ways in which community leaders support the reintegrated rehabilitees, explore the challenges faced by the reintegrated rehabilitees and identify gaps on the education and vocational training curriculum used in rehabilitation Schools. The target population was drawn from the rehabilitees reintegrated from all rehabilitation Schools, rehabilitation School managers, one family member and one community leader per rehabilitee who knew them well were also targeted. A sample size of 10 rehabilitees, 7 managers, 10 family members and 10 community leaders were interviewed. A qualitative research approach applying phenomenological design was applied. This was used to allow researchers to gather information on reintegrated rehabilitation graduates. The study used snowball sampling technique to select the Graduate Rehabilitees. Interview guides were used to solicit information from respondents. The school managers, family members and community leaders were purposively selected. It was informed by the Social Reaction Theory founded by Erwin Lemert. The pilot study was done on graduates residing within Kiambu and Nairobi counties who were reintegrated from Othaya and Kakamega Rehabilitation Schools. Researcher handed over the research tools to various research professionals, including supervisors and fellow researchers, to review their content and relevance. Their suggestions were incorporated into the research instruments to improve them. Further triangulation of data, detailed questions during interviews, use of field notes, and use of appropriate time in the field also increased the reliability of qualitative data. A biographical study based on the life stories of individuals reintegrated from rehabilitation school from year 2012–2015 was appropriate to fill this gap. Data was collected through interviews, coded into topics, and written in a notebook to help answer research questions. There was lack of funds for follow-up and no set programs for reintegration. It was found that there was need for more courses to be introduced in the schools to help the Rehabilitees cope with improved technology after they are released and also help them acquire skills to help them earn a living after reintegration. Majority of the reintegrated rehabilitees were not on any form of supervision, no follow-up, some graduates had a lot of support from their families, some were discriminated upon in the community for being rehabilitees and finding jobs, schools and other services within the community was not easy.
An Assessment of Predictors of Behaviour Change among Learners with Emotional and Behaviour Disorders in Selected Juvenile Schools in Kenya
(Kenyatta University, 2021) Muthomi, Rintaugu James; George Mathenge Wairungu; Jessina Muthee
The best way to guide learners with Emotional and Behaviour Disorders (EBD) to achieve their best in life remains a challenge to stakeholders at a global, regional and Kenyan view. This investigation assessed predictors of behaviour change among learners with EBD in the selected Juvenile Schools (JS) in Kenya. Main objectives of the research were to: Investigate referral of learners with EBD to JS, establish skills taught to learners with EBD in JS, examine staff professional competencies in JS, determine the curriculum for behaviour change in JS and examine reintegration process of learners with EBD in JS to society. This research was founded on social learning theory. A cross sectional descriptive research design was embraced. The study’s target population consisted of managers and learners in the selected JS schools in Kenya. This entailed 466 boys, 160 girls and 20 managers in Getathuru, Kabete, Wamumu, Kirigiti and Dagorreti Juvenile Schools. There was a total of 646 respondents. Learners with EBD in chosen JS in Kenya and their managers were sampled probabilistically. That is; stratified random sampling for learners with EBD in each school and their managers in terms of duration of interaction with the rehabilitation programme and gender. Prior to the main study, validity and reliability of research tools was tested at pilot stage. Questionnaires, focus group discussion, interview schedules, document analysis and observation schedules were used for data collection. Quantitative data collected was entered, coded and analyzed using descriptive statistics and presented graphically. Qualitative data was coded, reviewed for patterns and emerging themes and finally presented in narrative form. The main study findings were as follows: Referral from juvenile justice system was majorly practiced. Skills taught (academic and vocational) were not modified to cater for needs of learners with EBD while enriched skills competency to cater for learners with special needs lacked among staff (teaching, professional and support) in JS. 10% of teaching staff had training in special needs education while those trained in EBD were very few. That curriculum in use for behaviour modification of learners with EBD was not modified despite JS operating as referral establishments for behaviour change. Consequently, this curriculum failed to handle coping and problem solving skills. On reintegration avenues, there were no functional transition- programme, guide or follow up strategies yet learners with EBD were periodically transitioning from the JS. The study recommends; a linkage of regular and JS referral avenues, adaptation of skills taught and the curriculum, provision of relevant training (to staff of all cadres) and development of functional reintegration policy.
Child to Child Physical Activity Managing Psychosocial Behaviours among Learners with Severe Intellectual Disabilities in Primary Schools in Selected Counties, Kenya
(Kenyatta University, 2021) Wanjiru, Makanya Margaret; Geoffrey K. Karungu; Bugala Bulinda Hannington
The purpose of the study was to assess the effectiveness of child to child physical activity in managing physical and psychosocial behaviours of learners with severe intellectual disabilities. Objectives of the study were to: identify the psychosocial behaviours among learners with severe intellectual disabilities, explore the extent to which learners with severe intellectual disabilities are involved in physical activity, compare teachers and parents rating of the effects of physical activity on psychosocial behaviours of children with severe intellectual disabilities, determine the effects of child to child physical activity on physical activity levels of learners with and without intellectual disabilities, compare the gross and sensory motor skills performance of learners with severe intellectual disabilities, establish benefits derived by both learners with and without intellectual disabilities before and after organised child to child physical activity programmes and to establish the challenges faced by PE teachers when involving children with severe intellectual disabilities exhibiting psychosocial behaviours in organised child- to -child physical activities programme in primary schools in selected counties in Kenya. The study used a quantitative approach employing a single subject quasi-experimental research design. It also employed questionnaires and physical activity measuring tool (Pedometers) as research instruments in the study. The target population was 210 learners with severe intellectual disabilities and only 36(17.14%) of them and 36 learners without intellectual disabilities aged 10-15 years met the inclusion and exclusion criteria making a total sample size of 72. Other respondents include 36 PE teachers and 36 parents of learners with severe intellectual disabilities. A pilot study was conducted in three primary schools selected from three different counties. Cronbachs’ alpha correlation coefficient of 0.70 was considered to be highly reliable at determining internal consistency. The actual data collection took 12 weeks. Psychosocial behaviour scales in PE teachers’ and parents’ questionnaires were used to establish learners’ behaviour before (pre-test) and after (post-test). Data were analysed using the computer software programme SPSS version (22.0).Frequent identified behaviours among learners with severe intellectual disabilities included; physical activities skill deficit (94.4%), hyperactive (41.7%), withdrawal behaviours (22.2%), anger (25.0%), temper tantrums (19.4%) and screams (16.7%) among others. Learners with severe intellectual disabilities were less (11.1%) involved in physical activities. Inferential statistics by paired sample t-test showed a significant difference in behaviour change (P < 0.05) before and after PA intervention. There was a significant difference in the learner’s physical activity performance of gross and sensory motor (t=15.61, p=0.0001) activities before and after the intervention. A simple linear regression showed a significant relationship (R2=1) between regular child to child PA and the physical activity levels of learners with severe intellectual disabilities. It was concluded that child to child PA improved physical and psychosocial behaviours among learners with severe intellectual disabilities. The study recommends that policy formulators incorporate PA in the school curriculum to initiate child to child physical activity intervention programmes as a recreation to enhance physical and psychosocial behaviour management.
Influence of Socialization on Academic Performance of Learners with Hearing Impairment in Thawabu Inclusive School in Embakasi, Nairobi City County, Kenya
(Kenyatta University, 2020-02) Owuor, Everlyne Achieng
The purpose of this study was to determine influence of socialization on performance of learners with hearing impairment in an inclusive Thawabu Primary School of Embakasi, Nairobi City County, Kenya. The study was guided by research objectives which sought to; establish modes of communication that promote socialization between learners with hearing impairment and hearing peers; enhance academic performance in Thawabu inclusive public school; establish strategies for boosting socialization of learners with hearing impairment and hearing peers to enhance their academic performance in Thawabu inclusive public school and establish challenges facing teachers in enhancing socialization to improve academic performance of learners with hearing impairment in Thawabu inclusive public primary school. The study targeted all learners with hearing impairment in Thawabu public primary school in Embakasi sub-county. The research design used in this study was case study design. Structured questionnaires and interviews were used to collect data. Purposive sampling technique was employed to select the school and learners with hearing impairment while hearing learners were randomly selected. Key informants were a headteacher, deputy headteacher, 10 teachers, learners with hearing impairment and hearing learners from Thawabu School. Pilot study was conducted in Wangu Primary school of Nairobi County. Piloting consisted of one (1) school head/teacher, two (2) teachers, five (5) hearing learners and (5)five learners with hearing impairment. Content validity was adopted where unclear directions, cluster questions, and wrong phrasing of questions were opened and cross-checked. Reliability was established through test re-test method which involved administering the same questionnaires at an interval of two weeks to the same group of respondents, and then comparing the two scores. A total of 32 respondents participated in the study. The data was analyzed using Statistical Package for Social Sciences (SPSS) computer program version 11.5, and frequencies and percentages used to summarize the data. The study found that: modes of communication among learners with hearing impairment, hearing learners and teachers create social and educational change for improvement of academic standards in the school and narrows the gap between those with hearing impairment and their hearing counterparts. Strategies like family support program (assisting children and families in language learning), family-infant-toddler program, and competent and consistent administration system promote learning. Socialization influences incidental learning of learners with hearing impairment to put them at par with their hearing peers on matters related to both academic performance and social advancement. Socialization makes learners with hearing impairment comfortable, self-esteemed, and self-actualized, hence improving educational performance. The study recommends that the government should add specially qualified teachers of learners with hearing impairment in Thawabu inclusive public school to help promote socialization and to increase inclusivity of leaners with hearing impairment.
Instruction and Assessment Accommodations as Predictors of Academic Achievement of Learners with Physical Disabilities in Southern Province and Kigali City, Rwanda
(Kenyatta University, 2020-10) Mutezigaju, Flora
The purpose of this study was to determine the degree to which instruction and assessment accommodations predict academic achievement of learners with Physical Disabilities in inclusive primary schools in Southern Province and Kigali City, Rwanda. Specifically, the study sought to establish the academic achievement of learners with Physical Disabilities in inclusive primary schools, establish the relationship between adapted curricula, adapted instructional materials/ facilities, instructional methods, assessment accommodations and academic achievement of learners with Physical Disabilities. Anchored by the Social Model of disability theory, the study adopted a correlational research design. The target population involved 36 headteachers, 437 primary school teachers, 109 learners with Physical Disabilities and 2 National heads of departments at Rwanda Education Board. A sample of 11 head teachers, 66 teachers, 55 learners with PD and 2 National heads of departments at Rwanda Education Board was used. Purposive sampling technique was used to select schools, headteachers, learners with PD and National Heads of departments. Stratified sampling technique was used to select teachers. Questionnaires were used for teachers and headteachers, Focus Group Discussions for learners with PD, Interview Guide for National Heads of departments, Lesson Observation Schedule, and Document Analysis Guide. Expert judgment and Split Half technique were used to test instruments’ validity and reliability respectively. Descriptive statistics were used to describe instruction and assessment accommodations and Pearson’s Product Moment Correlation Co-efficient was used to establish the relationship between variables. ANOVA was used to establish the difference in the academic achievement of learners with PD based on the type of schools. Finally, Multiple Regression analysis was used to measure the quality of the prediction of academic achievement of learners with Physical Disabilities. Qualitative data were analyzed using a thematic approach and verbatim reporting. Results revealed that there was strong evidence of poor academic achievement of learners with PD in Primary Leaving National Examinations. Results further revealed that there was a significant difference in the academic achievement of learners with PD based on the type of the schools they attended (F (92.63) =11.84, p= .001).The study found that all instruction accommodations were good predictors of academic achievement of learners with PD (Use of adapted curriculum, (r (64) =.475, p= .001), availability and use of adapted instructional materials/ facilities, (r (64) =.843, p=.001), use of recommended instructional methods (r (64) =.589, p= .001)). The study further established that all assessment accommodations were powerful predictors of academic achievement of learners with PD (provision of extra time (r (64) =.707, p=.001), provision of rest break, (r (64) =.246, p=.047), provision of special venue (r (64) =.481, p=.001), and provision of scribes (r (64) =.731, p=.001). The study recommended an increase in the budget for the provision of adapted instructional materials. Teachers should be trained on curriculum adaptations and teaching methodologies. Setting and marking of examination should be re-evaluated by Rwanda Education Board.
Influence of Instructional Strategies and Learning Environment on Academic Achievement of Students with Hearing Impairments in Selected Public Universities in Kenya
(Kenyatta University, 2020-09) Laki, Peninnah Mbaluka
The purpose of this research study was to investigate and analyse the influence of instructional strategies and learning environment used by lecturers on academic achievement of students with hearing impairments in selected public universities. The objectives of the study were: establish support services in the learning environment for students with hearing impairment, identify the teaching methods used by lecturers to teach students with hearing impairments, identify the resource materials used to instruction of students with hearing impairments, determine whether the lecturers who teach students with hearing impairments, have relevant skills and establish the influence of instructional strategies and learning environment on academic achievement of students with hearing impairments. The research adopted a descriptive survey design whereby both quantitative and qualitative approaches were used. A pilot study was conducted to establish the validity and reliability of the research instruments. Data was then collected from lecturers, Dean of students’ affairs, chairpersons of Departments that offer university common units and students with hearing impairments. The universities were selected due to the fact that they admit students with Special Needs; hence, they have rich information on the theme of the study. Target population was composed of three Deans of Students’ Affairs, 15 chairpersons, 462 lecturers and 70 students with hearing impairments. On data analysis, the statistics were generated by means of statistical package of social sciences (SPSS) version 22.0, while qualitative data was analysed through narrative analysis and thematic approach. The findings revealed that lecturers who teach student with hearing impairments are not inducted on relevant teaching methods and 50.2% of them mainly modify seating position of students with Hearing Impairment. Selected public universities have no policy guidelines for students with HI. The study also revealed that lecturers are not specially trained to teach students with HI. Resource materials used were fair as reflected by 55.7% of students with HI. The selected public universities have inadequate resource materials for students with Hearing Impairments. Additionally, across the selected public universities medium of instruction was significantly different (χ2 = 42.298, P = 0.0001). Students’ respondents showed that the number of sign language interpreters were crucial but not enough for students with hearing impairments. Following these findings, the study recommended University Councils to avail bursaries for students with HI, and Higher Education Loans Board (HELB) to allocate more funds to students with hearing impairments pursuing higher education in public universities to enable them to purchase hearing aids which are expensive.
Teachers’ Perception of Transition Preparedness by Learners with Physical Disabilities towards Employment: Joytown, Joyland and Mombasa Special Secondary Schools, Kenya
(Kenyatta University, 2020-10) Marete, Lucy Muthoni
The study examined factors influencing teachers’ perception on transition preparedness for learners with physical disabilities (PD) towards employment: Joytown, Joyland and Mombasa Special Secondary Schools for physically handicapped in Kenya. The study was carried out in Joytown Secondary School in Thika West, Kiambu County, and Mombasa Secondary in Mombasa County and Joyland Secondary School in Kisumu County. Descriptive survey research design was used to establish teachers’ competency, learners with PD views on pre-vocational activities, teachers’ opinion on policies and legislations implemented for persons with disabilities and challenges learners with PD encountered .The study adopted both quantitative and qualitative research designs where mixed method was employed in data collection and analysis. Purposive sampling was used to select the three physically handicapped Special Secondary Schools, which were the earliest to be established by missionaries in Kenya. The piloting of the instruments was conducted in Joytown special school to form three learners and all teachers teaching form one and form three who were not included in the main study. The researcher targeted 540 teachers, 30 administrators and 830 learners with physical disabilities in which 10 percent was drawn to give sample size of54 teachers, 83 learners with physical disabilities and 3 administrators from the three selected schools. The administrators were interviewed while the teachers and learners filled the questionnaires .Self-efficacy theory is a concept derived from theories of social learning developed by Albert Bandura, which was used to interpret dynamics for teachers’ perception in relation to preparedness of learners. Quantitative data were analyzed using Statistical Package for Social Sciences (SPSS) and results presented using tables, frequencies, and percentages while Computer Assisted Qualitative Data Analysis System (CAQDAS) was used to analyze interview schedule, correlated of the results using Pearson Product Moment Correlation Coefficient formula (r) of 0.8 was considered appropriate judgment of the reliability of the research tools. The importance of this study, prompted the teachers in special schools to develop positive perception in learners transition preparedness towards employment, improved teaching strategies, the importance of learning resources and pre-vocational activities, and established solutions to the problems learners with PD encountered. The researcher recommended that Teacher Service Commission (TSC) advise Kenya Institute of Curriculum Development (KICD) to revise curricula for learners with special needs education. They include: lesson time allocation, mode of assessment and subject matter to include activities of transition, propagation of job evaluation and matching skills to actively ensure empowerment of learner’s abilities in planning for post-secondary goals achievement such as gainful employment which has a futuristic relevance, widens the scope of individual economic activities, and reduces the burden of dependency on others.
Peer-Mediated Support Strategies for Enhancing Social Interaction Skills of Children with Autism Spectrum Disorders in Public Primary Schools, Migori County, Kenya
(Kenyatta University, 2019-05) Ogogo, Joyce Achieng
A fundamental feature of social life is social interaction, or the ways in which people act with other people and react to how other people are acting, which is a deficit in learners with Autism Spectrum Disorders in Public Primary Schools in Kenya. It sought to establish peer-mediated strategies enhancing social interactions of children with Autism in Migori County, Kenya. The objectives were: peer-mediated strategies currently used by teachers, the extent to which play activities enhance social interactions of children with ASD, the influence of peer buddy approach on social interactions of children with ASD, the effect of peer networks on social interactions of children with ASD , and investigation of peer implemented pivotal response training on enhancement of social interactions in children with ASD. Observational Learning Theory was adopted and a descriptive survey design in this study. The sample size constituted 30% of target population: 10 schools, 10 head teachers and 37 assistant teachers. Thirty-four children with Autism and 64 typically developing peers also participated in this study. Five Educational Assessment and Resource Centre coordinators from each Sub-County education office in Migori County and 5 parents of children with Autism also participated in the study. The sampling techniques used in this study were stratified random sampling and purposive sampling. Mixed method approach was used to gather data. The research instruments used were questionnaires, interview schedule, Focus Group Discussion, and observation checklists. Piloting of the study was done at Senye Primary school in Nyatike Sub-County and analysis of instruements revealed a reliability of 0.80. Validity of the instruments was judged by the experts.The data collected was analyzed using both descriptive and inferential statistics. The main techniques used to analyze the data were Predictive Analysis Software (PASW) formerly Statistical Package for the Social Sciences (SPSS) software version 22 and Chi-Square. The major findings of this study were that peer-mediated strategies such as play activities, peer buddy approach, peer networks, and peer-implemented pivotal response training, enhanced social interactions of children with Autism Spectrum Disorders. This study recommended that: Ministry of Education should develop programmes to ensure retention of children with Autism in public primary schools and initiate a competence-based curriculum that allows children with Autism to learn at their own pace and interest; parents of children with Autism should be trained on peer-mediated strategies to use with their children to enhance social interactions at home; the findings of this study should inform active formulation of policies and legislation relevant to the plight of children with Autism; Teacher Training Institutions and Universities should incorporate in their curriculum peer- mediated strategies enhancing social interactions in children with Autism to promote inclusion. Further research should be carried out in all counties in Kenya on peer-mediated strategies enhancing social interactions in children with Autism. In addition, further research should consider other areas of functioning in children with Autism. A similar study should be conducted in special schools serving children with Autism in Kenya.
Influence of Orientation and Mobility Training on Social Integration of Adults with Visual Impairment in Kano State, Nigeria
(Kenyatta University, 2019-03) Abubakar, Isa Ibrahim
The purpose of this study was to investigate the Influence of Orientation and Mobility Training (OMT) on Social Integration (SI) of Adults with Visual Impairments (VI) in Kano State. The study sought to achieve the following objectives: influence of OMT on Self-Esteem; Self-reliance; Community Participation and Economic participation of adults with VI aged 25 to 45. Havighurst‟s Developmental Task Theory was used to guide the study. The study used descriptive survey research design. Three geographical zones of Kano State had been selected as the location of the study that is, South, Central and Northern regions. This locale was chosen due to significant number of persons with VI and rehabilitation centers. The population of the study was 512 adults with VI, 44 Social Welfare Officers and 72 Parents, the total of 628 target populations. Stratified random sampling technique was used in selecting 18 out of 44 local governments. Simple random sampling and purposive sampling techniques were used in selecting 200 adults with VI out of 512, 18 Social welfare Officers out of 44 and 22 Parents out of 72, totaling to 240 sample sizes out of 628 target population. The instruments for data collection were questionnaires including: State Self-Esteem Scale, Self-Reliance Achievement Scale, Likert scale instrument for Measuring Community Involvement. Focus Group Discussion and Interviews were also used. To ascertain validity and reliability of the instruments, test retest was done and pilot study conducted. Quantitative and Qualitative methods were administered to analyze the data. Questionnaires were analyzed quantitatively using a Statistical Package of Social Sciences (SPSS) version 20, while interviews and Focus Group Discussion were coded and presented in a narrative form qualitatively. Findings were presented using descriptive methods. The major finding was most of respondents believed that OMT influences SI of Adults with VI. Findings revealed that O&MT has positive influence on social integration of Adults with visual impairment. The study recommended that Government through the Ministry of Education should include orientation and mobility training in regular school curriculum. This will burst the self-esteem of persons with visual impairment and a harmonious relationship between them and the society. Government through the ministry of women affairs should provide more gadgets be it a traditional collapsible white canes or the electronic collapsible white canes as well as relevant instructional materials to improve their access to toilets and birth rooms. Government through the Ministry of Women Affairs should established more rehabilitation centres and keep on providing orientation and mobility training to ensure that the training is adequate. And to adopt expanded core curriculum used in United State of America to replace the existing one which does not future O&M as a training subject. Finally, Government through the ministry of labor, Nongovernmental organizations and the wealthy individuals should provide adequate funds for professionals to provide training and sheltered workshops to increase employment for adults with visual impairment in the public and private sectors. This will facilitated their fully integration in the society.
Influence of Behavioural Intervention Strategies on Academic Achievement among Form Three Students with Learning Disability in Nyeri County, Kenya
(Kenyatta University, 2019-05) Kinyua, Joyce Njeri
Behaviour management has remained a challenging issue among learners with Learning Disabilities. Effective behavioural management strategies are critical in the academic success of the learners. Therefore, the aim of this study was to investigate the behavioral intervention strategies used in dealing with behavioural problems among students with LD. Specifically, this study sought to investigate the the behavior intervention strategies on academic performance of a complex category of learners with learning Disabilities (LD) and behavior problems. The study sought to identify the following: behavioural problems manifested by learners with LD; the school factors that contribute to behavioural problems among learners with LD; the effects of behavioural problems among learners with learning disabilities on academic achievement. A descriptive research design was applied. The study was carried out in Nyeri County, Kenya. Piloting of the study tools was done in Kirinyaga county .The study population was drawn from form three students and class teachers in the 25 extra county schools in the County. Data was collected using analysis of students documents, questionnaire and interview schedules. After fieldwork, the primary data obtained from the questionnaires was checked for omissions, legibility and consistency before being coded for analysis. SPSS (Statistical Package for Social Sciences) was used to organize and analyze both quantitative and qualitative information. Other inferential statistics were used to analyze the data. Factor analysis was performed on the questionnaires’ results from the assessed students to ensure internal reliability by ascertaining that all factors identified within the construct were factors that directly relate to the construct in question. The findings showed that there are ranges of school factors that contribute to behavioural problems among learners with LD such as lack of proper identification processes, irresolute policies on behavior management, improper implementation of existing policies and unsuitable classroom management strategies by teachers. Some of the effects of the behavioural problems were found to include poor academic performance; development of negative attitude towards studies; and limited interaction especially on academic matters hence decline in performance. The study recommends that in order to mitigate against some of the school factors that contribute to behavioural problems among learners with LD, there is need for a concerted effort at school and home (the parents). The study recommends that approaches to intervention should be solution-focused through a model that targets both learning and behavior change for the well-being of the learner. To achieve academically, the affected learners are assisted by implementing behavioural intervention programmes that are unique for every learner.
Determinants of Academic Performance among Children with Learning Disabilities in Public Primary Schools in Bauchi State, Nigeria
(Kenyatta University, 2019-01) Tuggar, Auwal Muhammad
The study assessed the Determinants of academic performance among children with learning disabilities in primary schools in Bauchi state, Nigeria. Specifically, the study examined the effects of teachers’ perception, parents’ perception, teachers’ motivation and teachers-parents’ collaboration on the academic performance of children with learning disabilities. The study employed Social Cognitive Theory of Bandura of (1986), descriptive survey design was adopted. The study used purposive sample and simple random sampling techniques with the sample size of 873 teachers and 20 parents. The study used a checklist, profile records, questionnaire and interview schedule to collect data from the respondents. The study used descriptive statistics to analyze the data through the application of Statistical Package for Social Science Research (SPSS) where figures and percentages were presented in the study findings while the qualitative data were analyzed based on the study objective and the result were presented in a form of narrative based. The findings established that most of the teachers perceived children with learning disability as other students though they required special attention while parent perceived it as their teachers fault or childrens lack of concentration in class. The study found out that teachers lack support from stakeholders to uphold the performance of children with learning disabilities. The study also found that if the teacher and parent work together children condition would be improved, the study established lack of contact among parents and the teachers. In conclusion, teachers perceived children with learning disabilities as generic predicament, due to children being lazy or lack the needed motivation to work hard, parents fault for being too busy with their personal issues while the parents blamed teachers for not playing their role as teachers and the government who contributed to such circumstsnces due to inadequate teachers welfare required by the law. The study recommended that teachers need to acquire more training and the government should support them in funding, provision of resources, materials and staff development. The study also recommend for adequate motivation to the teachers required by law, parents should improve their relationships with teachers for the sake of their children and further studies in the area should be undertaken in other Northern states in Nigeria.
Effectiveness of Automated Speech Training System in Enhancing Speech among Hard of Hearing Learners in Selected Schools in Nairobi City County Kenya
(Kenyatta University, 2019-04) Muriithi, Francis Muriuki
Speech training of learners who are hard of hearing in Kenya has been lacking necessary attention since 1980s. Education of learners with hearing impairment including learners who are hard-of-hearing has been skewed towards manual communication. The purpose of this study was to investigate the effectiveness of an Automated Speech Training System in enhancing speech among learners who are hard of hearing in selected schools in Nairobi City County. Objectives of the study were to: establish the level of speech perception and production of learners who are hard-of-hearing before using Automated Speech Training System, establish the effects of Automated Speech Training System on enhancing speech perception and production among learners who are hard of hearing, compare the effects of Automated Speech Training System on speech perception and production of learners who are hard of hearing with traditional methods of speech training, Find out the role played by selected demographic factors in the effectiveness of ASTS in enhancing speech among learners who are hard-of-hearing, establish the views of learners on communication modes and Speech training using traditional methods and Automated Speech Training System, and to find out the opinions of teachers on speech training of learners who are hard-of-hearing. The study adopted a mixed research design combining single-subject research design and descriptive survey design. Single-subject research design was considered for this study to allow systematic testing of the effects of the Automated Speech Training System on perception and production of speech among learners who are hard-of-hearing. The target population for the study was ninety four learners with hearing impairment and thirteen teachers in the selected schools. Using purposive sampling technique, thirty two learners who are hard of hearing and thirteen teachers were sampled. To collect data, the Automated Speech Training System was used and two semi-structured interview guides one for the learners and one for teachers. Statistical Package for Social Sciences was used to analyze quantitative data. Qualitative data was analyzed by means of descriptive statistical techniques. Major research finding of the study was that Automated Speech Training System which utilizes 3-D animation technology with both visual and audio components significantly enhanced speech among learners who are hard of hearing. Based on the research findings, the study recommended that the government should put in place policies and proper mechanisms of ensuring that speech training forms an integral part of curriculum for learners who are hard-of-hearing. This will not only help to address some of their communication challenges but also incorporate the new technology to the already existing methods of speech training to enhance speech of all learners who are hard-of-hearing.
Effectiveness of Assistive Technology on Teaching Mathematics to Learners with Visual Impairments in Special Primary Schools in Kenya
(Kenyatta University, 2019-02) Chege, Mary Wairimu
There has been a problem in Mathematics of learners with VI as a result of inadequate AT and reluctance of teachers to apply appropriate teaching strategies when teaching Mathematics using AT in special primary schools. To address these problems, four objectives were formulated to identify types of AT that were available, teaching strategies, their role and factors that had influenced their use of the AT. Therfore, the purpose of this study was to evaluate on effectiveness of Assistive Technology on teaching Mathematics to learners with visual impairments in special primary schools for learners with VI in Kenya. The study was guided by the Theory of Didactical Situations in Mathematics (Brousseau, 1997). A descriptive research design was adopted to carry out the study. The study was conducted in five counties namely: Kisumu, Siaya, Mombasa, Meru and West Pokot. Purposive and stratified random sampling techniques were used to sample the study participants. The researcher sampled the following study participants, all from whom the study‟s data was collected: twenty learners with VI selected from classes seven and eight, their ten teachers of Mathematics and the five deputy head teachers of the selected special primary schools. The total study sample therefore, comprised of thirty five participants. Interview guides, observation schedule and observation checklist based on the four study objectives were used to gather the information. Study data was analysed manually through narrative means using thematic information arrangement approach following the order or chronology of the study‟s six research objectives. The results were also presented through tabulations and brief interpretation statements. The qualitative data generated from the structured interview guides was analysed through descriptive statistics based on Statistical Package for Social Sciences (SPSS) version 18.0. Main study finding was scarcity of AT in special primary schools for learners with visual impairments in Kenya. Largely, Low-Tech Assistive Technology was available while modern Mid-Tech and High-Tech Assistive Technology were visibly lacking. Major factors noted to influence the use of AT were; TOM lacked training in Mid-Tech and High-Tech AT, high cost of AT, costly maintenance and no time set on the time table to teach AT skills. The findings also indicated that many learners with VI had positive attitudes towards the use of AT in their learning of Mathematics. The study concluded that; inadequate use of AT especially Mid-Tech and High-Tech is real and this has contributed to lack of interest in working out Mathematics problems leading to a decline of Mathematics performance; there is a training gap among teachers of Mathematics on modern Mid-Tech and High-Tech AT and AT plays a vital role in teaching Mathematics to learners with VI. Based on the findings, the main recommendations were that: the government through Ministry of Education to allocate more funds for the physical supply of AT to special primary schools for learners with VI, ensure teachers of Mathematics are trained and also conduct regular classroom supervisions to ensure efficient use of all available AT in the special primary school.
Evaluation of Teachers’ Attitudes towards Academic Performance of Students with Disabilities in Selected Regular Secondary Schools in Bauchi State, Nigeria
(Kenyatta University, 2019-01) Hamma, Muhammad
The purpose of this study was to evaluate teachers’ attitudes towards academic performance of students with disabilities in selected regular secondary schools in Bauchi state, Nigeria. The objectives of the study were to investigate the teachers’ attitudes toward inclusion of students with disabilities into regular classrooms, assess the instructional strategies used by teachers, explore the teachers’ previous work experience, examine administrators’ support and provisions towards teachers work and compare the academic performance of students with and without disabilities in regular school settings. The study was guide by Albert Bandura Social Learning Theory and supported with Lev Vygotsky’s Guided Learning Theory. Survey and correlational designs were used. The location of the study was the three geographical zones of Bauchi state (South, Central, and North). The target population of the study was 746 regular teachers, 34 principals, 9812 students without disabilities and 614 students with disabilities. Stratified random sampling technique was employed in selecting the schools, simple random sampling was used in choosing the teachers, purposive sampling technique was used in selecting the principals, simple random sampling was used in sampling students with and without disabilities. The sample size of the study was 15 schools, 75 regular teachers, 90 students with disabilities, 90 students without disabilities and 15 principals. The instruments used for data collection were survey scales (ATIAS and LSAS), Questionnaire on Instructional Strategy (QIS), interview, Students’ Examination Records (SER) and observation checklist. Both quantitative and qualitative techniques were used in data analysis. Data collected using scales, questionnaires and students’ examination records were analyzed quantitatively using SPSS descriptive and correlational statistics. While the data gathered using interviews and observation checklist were analyzed thematically. The results of this study revealed that regular teachers hold negative attitudes towards including students with special needs, teachers with more years of work experience appeared to be more positive than those with fewer years and finally, students without disabilities outperformed students with disabilities in the selected secondary schools of Bauchi State, Nigeria. It is recommended that the regular teachers should be given more training on inclusive education; this study can be replicated in other States of Nigeria and other studies should be conducted in primary school to find out the attitudes of teachers towards the inclusion of learners with disabilities.
Assessment Strategies Teachers Use To Place Learners with Autism Spectrum Disoders in Educational Programmes in Special Schools: A Case Study of Kampala District, Uganda
(Kenyatta University, 2017-10) Wamala, Nakalule Juliet
This study sought to investigate the assessment strategies teachers use to place learners with autism spectrum Disorders in educational programmes in special schools in Kampala District, Uganda. The study specifically analyzed the tools teachers use to assess learning needs of learners with autism, analyze the procedures teachers use to assess learning needs of learners with autism, assess the challenges experienced by teachers in the process of assessing and placing learners with autism and to analyze strategies teachers use to improve the assessment and placement of learners with autism. A case study design was adopted to guide collection, presentation and analysis of data. The study sample comprised of twelve (N=12) participants from two schools which had children with autism. The selection of the sample followed a purposive sampling technique. The study used interviews for the teachers, participant observations for the children, focus group discussions with the teachers who participated in the interviews and document analysis which included medical forms, admission forms, agreement forms, assessment Progressive report and Assessment report card to collect data. Qualitative aspects of data were managed using simple analytical tools such as checklists for rating the observation, tables and percentages without compromising the in-depth descriptions. The findings revealed that there are no specific tools that teachers use in assessment of learners with ASD. The results showed that observation is the most used tool in assessment. However, the findings revealed inconsistencies in the procedures used to develop educational programmes. Additionally, the findings showed that, the major challenge is varying behaviours of learners with autism spectrum disorders where by many of the children do not talk except a few and others do not associate with others oftenly. The study concludes that teachers were using more than one approach to assess learners for placement. Lastly, the study recommends that teachers shouldsit together and come up with a harmonised tool and procedures to be used in assessment, country wide.
Analysis of Individualised Education Program Implementation for Supporting the Attainment of Functional Abilities in Learners Who Are Deaf Blind in Selected Schools in Kenya.
(Kenyatta University, 2017-11) Walingo, Mbogani Janet
Persons who are deaf blind experience a lot of challenges in both hearing and sight that limit their interaction with the environment. This makes them dependent on the support of able bodied persons in order to perform daily activities. When appropriate and relevant education is given, and their needs adequately identified and addressed, these learners could be supported to acquire functional abilities that could enhance their independent to a certain degree. One of the goals of the Kenyan education for them is to help them gain functional skills that would enable them maneuver their environment. This study was done in order to analyze individualized educational program implementation in supporting the attainment of functional abilities in learners who are deaf-blind. The study analyzed the strategies that were used in the formulation and implementation of IEPs, the personnel who were involved, the quality of the formulated goals in identifying and addressing the needs of learners, the evaluation and reevaluations of IEPs and the challenges encountered in the whole process and how they were addressed. The study employed document analysis and survey design in a mixed method research approach. A total of 54 IEPs for learners who were deaf blind were analyzed using adapted Program Evaluation for Procedural and Substantive Efficacy (PEPSE), ICF –CY, and R-GORI, while 18 teachers were interviewed. Saturated, simple random and Purposive sampling techniques were used respectively to obtain the samples. Data was collected using a questionnaire and an interview schedule from teachers. Qualitative data was analyzed using deductive content analysis while information from interviews were organized and reported in an ongoing process as themes and sub-themes emerged. Findings of the study revealed that, there were no specific strategies that were used to formulate IEP goals and implement them. A multi-disciplinary approach was not used in IEP formulation, implementation and reevaluation. The goals that were formulated did not capture adequately the needs of the learners that would have supported the attainment of functional abilities. The IEPs were neither evaluation nor reevaluation which further contributed to difficulties in identifying the needs to be addressed. Teachers experienced contextual challenges that impeded the provision of services that could also enhance functional ability development. The study recommended that a policy that had clear stipulation on the whole process of IEP writing and capture the evaluation procedures with stipulated roles of personnel involved should be developed.
Effects of Climate Variability on Food Security in Oloolua Area of Kajiado County, Kenya
(Kenyatta University, 2018) Mayaka, Kwamboka Elvine
Climate variability is among major threats to food security in many agricultural based countries in Africa. In particular, it affects crop production due to temperature and rainfall changes, and more extreme weather events. Erratic rainfall and temperatures are said to reduce crop yields through shortening growing seasons, exaggeration of water stress and promote invasion and intensity of weeds, pests and diseases. Food security in Kenya is uncertain and communities in arid and semi-arid areas are relatively more affected. However, research into food security and enhanced understanding of the dynamics of climate variability effects is largely lacking. Using a descriptive survey, this study sought to examine the effects of climate variability on household food security in Oloolua area of Kajiado County. By use of questionnaires, primary data was collected from 311 randomly selected households. Interviews were also conducted among key purposely selected persons. Secondary data was obtained from physical libraries and electronic depositories and Government institutions. The climate data (rainfall and temperature) from 1980 to 2015 for Ngong’ forest station (No.8005325) was sourced from the Kenya Meteorological Department. The data was statistically analyzed using SPSS with respect to the set hypotheses and objectives. The results of the study recorded a marginal increase in rainfall amounts of 78.08 mm with a significant inter-annual variability in the period 1980-2015 in Oloolua area. The study also indicated a rise in both maximum (0.1º C) and minimum (0.8º C) temperature in the period. Pearson’s correlation test for rainfall against crop yields for the period 2008 to 2015 exhibited a positive correlation for maize (r=0.749) and beans (r=0.321). Maximum temperature revealed a weak positive correlation for both maize (r=0.27) and beans (r=0.398). Minimum temperature portrayed a negative correlation for maize (r=-0.35) and no correlation for beans (r=0.019). Further results from both household perception on their food security status 40.2 % and Household Food Security Assess Scale 85% indicated that majority of the households were in status food insecure and factors such as marital status (χ2=32.566, df=6, p=0.000) education (χ2=188.924, df=6, p=0.000) gender (χ2=16.358, df=2, p=0.000) influenced household food security status. Majority of the households adopted drought resistant crops (216.6) however adaptation was reported to be constrained by lack of finances (257). The study concludes that Oloolua area is experiencing climate variability and this has affected food grain production and hence food security negatively in the area. The study recommends planned adaptation strategies that will enhance the resilience of small holder farmers to climate variability. There is need to invest in agricultural modernization including mechanization and construction of irrigation facilities. Small holder farmers to be encouraged to adopt modern agricultural production and productivity enhancing technologies
Ecosystem Services in Climate Change Adaptation Projects in the Least Developed Countries of West Africa
(Kenyatta University, 2018) Muthee, Kennedy Wahome
Ecosystems are largely dependent on the prevailing climatic conditions. The ever changing climate across the world has necessitated climate change adaptation projects as a coping mechanism to the adverse effects of climate change. The main objective of the study was to assess ecosystem services in climate change adaptation projects in the least developed countries of West Africa. Specifically, the study sought to; (i) assess the ecosystems changes in the Least Developed Countries of West Africa between 2000 and 2010; (ii) assess the trends in the climate change adaptation projects in the Least Developed Countries of West Africa between 2000 and 2010; (iii) evaluate the extent to which the climate change adaptation projects have incorporated ecosystem services in the Least Developed Countries of West Africa between 2000 and 2010 and (iv) evaluate areas of redesigning and improving climate change adaptation projects to enhance their ecosystem services. Different approaches were used in the study. Satellite images were used to sample the changes in the ecosystems to understand how it has changed in the entire region. Ecosystems degradation and changes have a direct impact on the climatic conditions of the region, noting that they play the essential role of capturing and storing the excessive carbon in the atmosphere. The study used desktop review approach to review 168 adaptation projects listed under the country specific National Adaptation Programs of Action in the studied least developed countries. The results showed a clear trend in the ecosystem changes. The forest covers in the three sampled countries i.e. Burkina Faso, Mali and Sierra Leone reduced by between 11% in Burkina Faso and 42% in Mali, while the Savanna increased by between 9% in Burkina Faso and 34% in Mali. The loss in forest cover translated to loss of carbon sinks and positively contributed to climate change in the region. There was also an increase in cultivated ecosystem in all countries and reduction in wetlands which all contributed towards climate change. The adaptation projects took a predicable trend whereby 32% were within agricultural sector, had generally low budget (63% had less than one million American Dollar budget) and midterm implementation duration (46% had 3 years implementation duration). About 55% of the studied projects directly mentioned one or more ecosystem services, with provisioning services being mentioned in 50% of these projects. The study also revealed that there exists opportunities to redesign the projects and improve their activities to enhance the community adaptation and mitigation to climate change effects. The adaptive measures included strengthening the ability of natural resources to play their roles while mitigation measures included creation of more carbon sinks through soil conservation and reforestation measures, investment in renewable energy sources such as wind and solar. The study concludes that the adaptation projects have considered different types of ecosystem services. It recommends increased contextualization of the climate change adaptation projects to address the community and environmental needs through more community engagement and use of technology to understand the social and environmental dynamics in a given area. The study also recommends further research on the impacts of the Great Green Wall project on the ecosystem services

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