MST-Department of Early Childhood Studies

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    Teacher Training and Availability of Instructional Resources an Implication on Competency Based Curriculum Implementation in Early Years Education, Mathare Sub-County, Kenya
    (Kenyatta University, 2025-06) Olum, Phoebe A.
    This study aimed to investigate curriculum implementation in early childhood education by leveraging on teacher training and the availability of instructional resources to reveal their influence on children’s learning. The objectives of the study focused on establishing the strategies which teachers used to implement CBC in early childhood education in public and private schools; examining the influence of teacher training on the implementation of CBC in early childhood education and exploring the availability of instructional resources. A correlation design was utilized for the study. The target population comprised 70 schools, with the sample size including 21 head teachers, 63 classroom teachers, and an educational officer. The study utilized purposive sampling, stratified sampling, and simple random methods in selecting respondents. Research instruments included a questionnaire and an observation schedule. The data were analyzed using descriptive statistics and thematic analysis for quantitative and qualitative data respectively. The data is presented using means, percentages, standard deviation, tables, charts and graphs, qualitative data was categorized and coded according to the topics as indicated by the goals. It was cleaned and sorted under similar topics. Both head teachers and teachers exhibited a strong consensus regarding the critical influence of various educational materials and resources on the successful implementation of the competency-based curriculum (CBC) in early childhood education. In conclusion, the insights gleaned from both head teachers and teachers emphasized the integral role of resource provision in shaping the success of CBC implementation in early childhood education. Moving forward, collaborative efforts aimed at addressing resource-related challenges identified by educators are recommended to ensure quality education for all young learners, prioritizing investment in comprehensive resource provision aligned with the CBC framework.
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    Hinderances to Successful Inclusion of Learners with Autism Spectrum Disorder: A Case Study of K. K. Lumbi Primary School, Meru County, Kenya
    (Kenyatta University, 2024-05) Ikiao, Monica Karimi
    This study looked at inclusive education for children with autism spectrum disorder at K. K. Lumbi Primary School in Tigania West, Meru County, Kenya. The school was purposively sampled because it is among the first school to practice inclusive education for children with autism spectrum disorder in Tigania West sub-county. The objectives were to: establish environmental resources available for inclusion to cater for children with autism spectrum disorder at K. K. Lumbi Primary School, establish teaching strategies and curriculum support systems that are offered to children with autism spectrum disorder in K. K. Lumbi primary School, analyze various collaborative team commitments among personnel in service provision for inclusion of children with autism spectrum disorder, and examine attitudes of the school community towards the inclusion of learners with autism spectrum disorder at K.K. Lumbi Primary School. A case study design was adopted for this study. The sample comprised 15 individuals, including one (1) headteacher, 13 teachers, and one (1) curriculum support officer in charge of Special Needs Education in the sub-county. Quantitative and qualitative methods were used. A questionnaire and interview schedule were used to collect data. Piloting of the instruments was done at a public primary school in Tigania West because it is a public institution with a special unit, pre-school, regular primary school. Quantitative data was analyzed using frequencies, means, chi-square tests, and Fisher’s exact tests, and presented in Tables. Qualitative data was analyses thematically and presented through narrations. Although (69.2%, n = 9) of teachers stated that the school had some special facilities for learners with autism, the resources identified were those used by the general learner other than those specifically designed for those with autism. The majority of teachers (76.9%, n = 10) was not convinced that the methods used currently in instruction were effective for learners with autism. The majority (84.6%, n = 11) had not attended an in-service training on SNE, and the headteacher mentioned they had no ministry guideline on how to handle learners with autism. Although 69.2% (n = 9) of teachers were enthusiastic about having learners with autism in regular settings, nearly all (92.3%, n = 12) felt there should be specialized units for such pupils. The study recommends for the government and other relevant stakeholders to ensure the school has needed facility to facilitate the inclusion of learners with autism. The Kenya Institute of Curriculum Development should consider restructuring the curriculum to make it more adaptable to the needs of learners with autism.
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    Alcohol and Substance Abuse Effects on Enrolment Trends among Pre-Primary Schools in Kiambaa, Kiambu County, Kenya
    (Kenyatta University, 2025-02) Wanjiru, Lucy Njeri
    Globally, the effects of alcohol and substance abuse among youth and young persons are something to worry about particularly in the developing counties. This is so particularly with those areas where studies have shown that they are most affected. In central Kenyan regions for instance there have been reports of severe effect of alcohol use and drug abuse that have resulted in some victims losing their lives and others going blind. Education in such areas is often not the priority to the affected and dysfunctional families. Hence, education at all levels has experienced the effects of alcohol and substance abuse. The purpose of this study was to investigate the effect of parental alcohol and substance abuse on preprimary school enrolment trends in public and private preprimary schools in Kiambaa Kiambu County. The study was guided by the following objectives; to determine the enrolment trends of preprimary school pupils over the past five years of CBC implementation in Kiambaa sub county, Kiambu County; to analyze preprimary school parents’ levels of alcohol and substance abuse influence on preprimary school enrolment in Kiambaa and to determine preprimary school parents’ perspective towards enrolment of pre-primary school pupils in Kiambaa Kiambu County. The study targeted all the 55 (23 public and 32 private) pre-primary schools in Kiambaa sub-county. Purposive sampling was used to select the locale of the study. Three pubic and four private preprimary schools were selected respectively. All preprimary school teachers from the sample schools were included in the study sample. The study was anchored on the ecological systems theory by Urie Bronfenbrenner. Three instruments were employed namely questionnaire, interviews and observation schedule. Pilot study was done in two schools which were not included in the actual study. Content validity and test re-test technique was employed. A coefficient of P≥0.70 was accepted as good enough. Descriptive data analysis techniques were used to analyze and present the findings. Findings revealed that the enrolment trends were below expected levels and that parental alcohol and substance abuse do affect the enrolment trends to the negative. Parental perspectives were found to be negative and were attributed to the low enrolment trends in the area. It was further established that alcohol and weed/bhang were the most prevalent abused substances. The study recommended that the county government should allocate more resources to support and promote pre-primary schools and that NGOs and CBOs to sensitize community on the effects of alcohol and substance abuse on socioeconomic wellbeing and school enrolment. The study recommends for further study using a larger population and focusing on more factors including school and teacher readiness’s influence on preprimary school access and quality.
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    Teacher Factors Influencing Use of Play in Teaching Reading among Preschool Teachers in Wuxi-Xiehe Bilingual Kindergarten, China
    (Kenyatta University, 2024-10) Maina, Josphine Wanjiku
    Reading is an important basic academic skill which has a major influence in learning and performance in other subjects. Studies have reported that the use of play in kindergartens help learners to acquire basic reading skills. Research has demonstrated that in China there is limited use of play in kindergartens, however, research has not been conducted to establish teacher factors that account for limited use of play in the kindergartens. Hence, this study purposed to establish teacher factors that influence the use of play in the teaching of reading in Wuxi Xiehe bilingual kindergarten, China. The study was guided by three objectives which include: to establish how teachers’ professional training influence use of play in teaching of reading, to find out the extent to which teachers’ perception influence use of play in teaching of reading and to determine the extent to which the availability of adequate play resources influence teaching of reading in Wuxi-Xiehe Bilingual Kindergarten. This research was anchored on the Cognitive Theory of Development by Vygotsky (1978) to explain the use of play by teachers to teach reading in preschool. A descriptive research design was applied, and the study targeted a population of 37 individuals. Purposive sampling technique was used to sample 13 respondents comprising of one head teacher and 12 preschool teachers. Data were collected from the participants through use of a questionnaire, an observation checklist, and an interview schedule. The pilot study involved one school in Jiangsu province. Validity was ensured through consultations with the subject experts. Reliability was ascertained through test-retest method in a one-week interval. After data collection, quantitative data was analyzed using descriptive statistics such as frequencies and percentages whereas qualitative data was analyzed thematically. The findings showed that that the majority (46.2%) of the teachers occasionally used play when teaching reading. In addition, the study established a positive and significant correlation between teachers’ professional training and the use of play (0.01< 0.05). Further, the researcher established a correlation between the teachers’ perceptions and the use of play as a teaching strategy in teaching reading (r=0.688, p=.002<0.005). This indicated that teachers’ perceptions influence the use of play in teaching reading in Wuxi-Xiehe Bilingual Kindergarten. Additionally, the study established a strong correlation between teacher collaboration and the use of play as a teaching approach (r=0.884, p=0.001<0.005). This demonstrated that the use of play in reading instruction in Wuxi-Xiehe Bilingual Kindergarten was influenced by teacher collaboration. Based on the findings the study concluded that most teachers occasionally used play to teach reading. This implies that teachers in Wuxi-Xiehe Bilingual Kindergarten underuse play in teaching reading, inhibiting the development of young children's critical reading abilities. Therefore, it was recommended that play as a teaching strategy be made compulsory when instructing preprimary learners since it fosters holistic education and learners’ innovativeness and creativity. The Ministry of Education in China to develop a policy that makes use of play in the classroom a mandatory practice rather than a choice.
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    School-Related Factors Influencing Use of Competency-Based Assessment in Pre-Primary Schools in Nyeri County, Kenya
    (Kenyatta University, 2025-06) Warui, Jane Purity
    Competency-Based Assessment (CBA) is central to the Competency-Based Curriculum (CBC). It focuses on evaluating what learners can do with the knowledge and skills they acquire. In pre-primary education, CBA helps build essential skills early in life. However, in Kenya, many teachers still rely on out-dated norm-referenced assessments. These methods do not align with the CBC and may hinder learners from acquiring the necessary competencies. The effectiveness of CBA in pre-primary schools in Nyeri County remains unclear. Factors such as teacher motivation, school type (public or private), and the availability of resources may influence its use. The specific objectives of the study were to: Determine the extent of Competency-Based Assessment (CBA) used in public and private pre-primary schools; investigate the relationship between teachers’ motivation and the use of CBA in pre-primary schools; examine the correlation between resource availability and the use of CBA in pre-primary schools; and analyze the challenges teachers faced in implementing CBA in pre-primary schools and propose practical strategies for addressing them. This study was guided by Michael Fullan’s Educational Change Model and adopted a descriptive correlational research design. The target population for the study comprised all 69 registered pre-primary schools in Nyeri County, which included 41 public and 28 private schools. Random sampling selected 63 teachers, and purposive sampling identified 22 head teachers. Data was collected using questionnaires and interviews, with both qualitative and quantitative methods used for analysis. Before the main data collection, a pilot study was conducted in one public and one private pre-primary school in Nyeri County, which were not included in the actual sample. Validity of the instruments was enhanced through expert judgment while reliability was tested using Cronbach’s alpha, which yielded a reliability coefficient of 0.72. Data analysis was performed using the Statistical Package for Social Sciences (SPSS version 28.0), generating descriptive statistics like frequencies, percentages, means, and standard deviations. Inferential analysis employed Pearson's "r" and t-tests. The mean difference in CBA use between public and private schools was insignificant (p-value .731). Correlation analysis showed significant negative correlations between teacher motivation and CBA use (-.797) and between resource availability and CBA use (-.584). Findings revealed low motivation for CBA due to inadequate training, poor instructional materials, lack of infrastructure, and inadequate teaching resources. Interviews highlighted challenges such as insufficient training and unclear policies. The study recommended addressing these issues to improve CBA implementation in pre-primary schools. Most of the head teachers expressed concerns over the limited understanding of CBA among teachers, leading to confusion and inconsistency. Additionally, logistical issues, such as funding for assessment materials, were frequently mentioned as barriers to successful implementation. The study recommended that management of schools should enhance teachers’ capacity in use of CBA and provide adequate learning resources including course books and summative assessment tools. The county governments should ensure timely disbursement of funds to pre-primary schools to acquire more learning resources to support the implementation of CBA.
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    Teaching of Language and Pre-Primary School Children’s Reading Readiness in Vihiga County, Kenya.
    (Kenyatta University, 2022-05) Andahi Victor Serede
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    Influence of School Environment on Implementation Of Competency Based Curriculum In Early Years Education In Nairobi City County, Kenya
    (Kenyatta University, 2022-05) Awili, Roselynn
    ABSTRACT Research carried out globally has shown that when curriculum is implemented effectively learners acquire the intended learning outcomes. Effective curriculum implementation in early years education therefore sets the foundation for acquiring expected competencies and their application in subsequent grade levels. This study purposed to explore the influence of school environment on implementation of the Competency-Based Curriculum (CBC) in early years education (EYE) in Nairobi County. Michael Fullan’s theory was selected because it explores the tenets of curriculum reforms plus the foundational and contextual pillars to consider for effective curriculum implementation. The study used correlation research design. Implementation of CBC in EYE was the dependent variable. Classroom culture, instructional leadership and strategies to support curriculum implementation were the independent variables. Primary school head teachers and grade three teachers in Embakasi Central were target population. They were purposefully selected since they are integral in the implementation of the recently launched CBC. Purposively sampled, was Embakasi Central sub-county in Nairobi City County, head teachers and grade three teachers. 15% (12) of the primary schools were selected through stratified random sampling. The 12 classroom teachers plus all head teachers selected participated in the study. Data from the study participants was collected through interview schedules and e-questionnaires. The instruments were piloted and final study excluded the pilot schools. Reliability and validity of instruments was tested. Percentages, frequencies and means were also calculated. As per the study hypotheses and objectives, data was analyzed and the results presented and organized in tables. Results showing relationships and differences in variables and recommendations were then shared in the study. Results showed that teachers planned for curriculum implementation throughout the year. The relationship between classroom culture and curriculum implementation was not significant. However, the relationship between instructional leadership; strategies to promote curriculum implementation was significant at >0.05. It is recommended that the government should intentionally include head teachers especially from private schools, in professional development opportunities targeting CBC implementation.
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    Challenges Faced By Adolescents with Emotional and Behavioral Disorders in Accessing Transition Services at Kakamega Rehabilitation Centre, Kakamega County, Kenya
    (2023-06) Silomelo, Nelima Beatrice
    e PR oF s sty was o establish the challenges faeed by adolescents with canototal and behaviowal disondens i accessing transition services at Kakamepa wehabilitation centre i Kakamega County. The objectives were: To find out the eligibility detomuingtion: procdies wsad o adimit adoleseents with emotional and lwlm\'ium'nl‘ disonders at Kakamega rehabilitation Centre, Investigate tesources used in provision of sorviees 1 adoloseents with emotional and behavioural disonders and explore the types of transition serviey providad o adoleseents with emotional and behavioural ‘“‘““‘l,‘lrs' The stady was anchorad on the Schlossberg (1981) Transition Theory which provides detatls on the approach (o transition, The study adopted a case study design targeting 250 rehabilitees, 30 rehabilitators and | manager. The study used a lottery method to select the sample size of 30% of the target population, Theretore, the study sample comprised Af 123 rehabilitees, 15 rehabilitators and | manager making a total of 141 respondents. The stady enployed stratitiod method to select rehabilitators, simple random technique was usad o selevt the rehabilitees while purposive sampling technique to select the manager, The semisstructurad fnterview guide for the manager, questionnaires for both rehabilitators and rehabilitees and observation cheek-list tor resources were used as rosearch instruments. Piloting of the instruments was done at Shikusa rehabilitation Centre. A case study research design was used in the study, Data from objectives were analysad both quantitatively and qualitatively. Descriptive statistics for - example froquency tables and percentages sum up information measurably from the closed-ended items. The analysad quantitative data was presented using frequency tables, pie charts and graphs while qualitative data from manager's semi- structured interview schedule was summarizad thematically and namated in texts. The findings indicated that adolescents with EBD emotional related to excess use of drugs and substance abuse, neglectad and discriminated, stealing and robbery, withdrawal, being out of parents’ control, depression, drug trafticking, gang violence, rape and defilement were eligible to aocess transition services. The main material resources available were playing field, workshops, dommitories, building and construction tools, carpentry tools, classrooms, poultry apparatus, and teaching and leaming materials. Guidance and counselling were the main type of transition service provided to the adolescents with EBD. The study concludes that inadequate human and material resources led to poor delivery of transition services. The study recommends that service providers at the Centre need to help the adolescents to achieve greater sense of independence, personal responsibility, setting goals, making choices, and understanding their responsibilities which would enhance their self-determination. There is also need to train them on skills such as: effective communication skills: negotiation and conflict resolution; being assertive; and inter- personal problem solving. There is need for the government to implement strict measures that would ensure that juvenile acts are monitored and youths are protected from any hm:m. Kenya Institute of Curriculum Development should come up with guidelines on effective ways of managing leamers with behaviour disorders while they are still in early childhood stage.
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    Health Professionals’ Awareness and Involvement in Oropharyngeal Dysphagia Management among Inpatients at Kenyatta University Referral Hospital, Nairobi City County, Kenya
    (Kenyatta University, 2024-01) Chebet, Dalphine Ndiema
    To alleviate difficulty in swallowing, awareness and involvement of health professionals (HPs) is the heart of therapy. This study assessed the health professionals‘ awareness and involvement in management of oropharyngeal dysphagia among acute-care inpatients at Kenyatta University Referral Hospital (KUTRRH) in Nairobi City County, Kenya. The objectives were to: establish the status of health professionals‘ awareness of oropharyngeal dysphagia management among inpatients at KUTRRH, assess the involvement level of health professionals in the intervention/ management process of inpatients with oropharyngeal dysphagia at KUTRRH, and determine the implications of health professionals' awareness and involvement in oropharyngeal dysphagia management on inpatient health outcomes at KUTRRH. The Interprofessional Collaboration (IPC) model by the World Health Organization guided the study. This study employed crosssectional, descriptive design using mixed quantitative-qualitative techniques. The study targeted 63 HPs attending to inpatients at KUTRRH‘s acute care facility (medical and or surgical wards) that included 25 physiotherapists, 12 medical specialists, 20 nurses, four (4) nutritionists, and two (2) speech therapists. Purposive sampling was used to select 19 HPs attending to patients diagnosed with OPD. A semi-structured interview with HPs, a previously validated OPD management questionnaire, and archival records of dysphagia diagnoses at the acute care facility (ACF) were adapted and used in the study; to obtain both primary and secondary data. Quantitative data was analyzed using descriptive and inferential statistics in the Statistical Package for Social Sciences (SPSS), version 26.0, and tests of significance were carried out at a 95% confidence level using questionnaires and archival records. Quantitative results were presented through appropriate tables and figures. Qualitative data from the interviews were analyzed thematically and presented through narrations. The findings revealed that, on average, health professionals had moderate awareness levels in all the three constructs: signs and symptoms (M = 73.0%, SD = 17.49, n = 16), risk factors (M = 73.6%, SD = 17.14, n = 16), and complications (M = 73.6%, SD = 21.00, n = 15). However, their levels of- signs/symptoms awareness generally increased with educational attainment and were highest among the ―other‖ specialization category, which included neurologists, oncologists, nutritionists, and speech therapists. The findings further showed that majority of health professionals (> 75%) were involved in some aspect of OPD management, and (62.5%) were satisfied with their current involvement levels. The study concluded that the awareness and involvement of majority of HPs. in OPD management could have positive influence on OPD inpatient care at the acute care facility in three areas: patient outcomes, professionalism, and the entire healthcare system. The study therefore recommends that the government should develop specialized training programs and protocols that guide HPs in the proper management of OPD to improve client health outcomes.
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    Visual Impairments Orientation and Mobility Training among Rehabilitees and its Influence on Independent Travel in Nairobi City County, Kenya
    (Kenyatta University, 2024-09) Kwamboka, Gisore Varsytine
    The purpose of the study was to investigate orientation and mobility training among rehabilitees with visual impairment and its influence on independent travel in Nairobi City County, Kenya. The study objectives were: Establish the professional qualification of orientation and mobility trainers at KIB, examine the role of rehabilitees’ with visual impairment cane skills in their independent travel, explore the contribution of rehabilitees’ indoor orientation and mobility skills in their independent travel and investigate the role of outdoor orientation and mobility skills in rehabilitees’ independent travel. The study was based on Bandura’s social cognitive learning theory. The researcher used case study research design. The target population was two orientation and mobility trainers and fifty rehabilitees with visual impairment who lost sight between the years 2011 and 2016 and who underwent rehabilitation at KIB. Purposive sampling technique was used to select KIB for the study. Snowball sampling technique was used to select thirty-seven rehabilitees with visual impairment. Data was collected using questionnaires. The pilot study was conducted to enhance validity and reliability of the research tools. The researcher ensured content validity of the research instruments through discussion with supervisors and lecturers in the department of early childhood and special needs education. For reliability a test-retest method was used where Pearson’s Product Moment Correlation was employed to correlate results from the two sets. Quantitative data was gathered using questionnaires and processed using Statistical Package for Social Sciences (SPSS version 28.1) program. Descriptive statistics were computed to summarize and describe the characteristics of the data in terms of frequency tables, graphs and charts and percentages. Responses from the open-ended questions were transcribed verbatim to ensure accuracy and preserve the original meaning of participants' statements. Results showed that the orientation and mobility trainers at KIB were skilled in the field of Orientation and mobility. Mobility canes were the main device used at Kenya Institute for the Blind for orientation and mobility. Indoor orientation and mobility skills were trained at Kenya Institute for the Blind. The skills were helpful to rehabilitees whose job placement was in offices. The outdoor orientation and mobility skills include, shore lining, track travel and recovery, stream crossing, elevators and car familiarization. The study concludes that the orientation and mobility trainers at KIB possess comprehensive qualifications and experience across various essential skills necessary for training rehabilitees with visual impairments. The study concluded that indoor orientation and mobility skills significantly influence the independent travel of rehabilitees with visual impairments. It is recommended that KIB continue to invest in the professional development of its trainers. This includes encouraging trainers to pursue advanced certifications and participate in on-going professional development opportunities. Enhancing trainers' qualifications can further improve the effectiveness of orientation and mobility training. It was recommended that stakeholders, including government and non-governmental organizations, increase funding and support for the Kenya Institute for the Blind. It is recommended that the Kenya Institute for the Blind develop comprehensive and standardized training programs. These programs should integrate both indoor and outdoor mobility skills and be adaptable to various outdoor conditions such as weather and terrain. Standardized protocols will ensure consistency in training quality and effectiveness across different environments.
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    Predictors of Reading Competency among Learners with Reading Disabilities in Public Primary Schools in Kiambu County, Kenya
    (Kenyatta University, 2024-08) Njoroge, Jane Wangari
    Learners’ performance in English seems to have been very low in most of the schools in Thika West sub-county. The poor performance in English at lower primary could be attributed to the learners’ inability to read well. Factors that lead to low levels of reading competency among learners include inadequacies in teachers’ qualifications that inhibit the use of the most appropriate methods of assessing and teaching reading to learners and the use of the most suitable methods of remediating reading as well. The purpose of this study was to assess the predictors of reading competency among learners with reading disabilities in public primary schools in Thika West Sub-County. The objectives of the study were to: establish the prevalence of learners with reading disabilities in lower primary schools, determine the qualification in SNE of teachers teaching reading in the schools, establish the assessment methods they use to assess reading among learners with reading disabilities, examine the methods they use to teach learners with reading disabilities and find out the methods of remediating reading that they use. The study adopted a descriptive survey design. The target population comprised of one hundred and eighteen (118) classes 1-3 teachers of English and two thousand three hundred and forty-six (2346) learners in the same classes in the twenty-two (22) schools in the sub county. Purposive sampling was used to select twenty-seven (27) teachers and two hundred and seventy learners (270) from five (5) schools. The instruments for data collection included questionnaires for teachers and checklists for learners. Data collected was analyzed both quantitatively and qualitatively. Quantitative data from the questionnaires for teachers and checklists for learners was analyzed using statistical package for social science (SPSS). Data collected using open ended questions from questionnaires was analyzed qualitatively. The tools were validated during a pilot study, which took place at General Kago primary school which was not among the five selected schools. Colleagues and supervisors went through the instruments and corrected content validity and language clarity. The study found out that there was a high prevalence of learners with reading disabilities and that, though a majority of the teachers teaching learners with reading disabilities had the requisite professional training, they had no training in SNE. It further revealed that most of the teachers ineffectively assessed reading disabilities thus they used inappropriate teaching methods and inadequately remediated reading. The study recommended that MOEST should organize and carry out training, in servicing courses and refresher courses on SNE and should encourage collaborative strategies among stakeholders.
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    Caregivers’ Roles in Enhancing Communication Skills of Children with Autism Spectrum Disorder At Autism Society of Kenya, Nairobi City County Kenya
    (Kenyatta University, 2024-08) Mukewa, Naswa Magdalen
    Due to their increased time spent interacting with and offering formal care for their children, caregivers play a crucial role in early intervention for children with autism spectrum disorder (ASD). They are expected to help their children with communication difficulties by offering early diagnosis and continuous assistance. Insufficient information and experience about their responsibilities can lead to miscommunication, unfulfilled demands, and dissatisfaction among certain caregivers who struggle with their children's communication issues. This study aimed to evaluate the contributions that caregivers made to improve the communicative abilities of children with ASD. Objectives of the study were to find out awareness of caregivers on communication difficulties which children with ASD face, how much they participated in Speech and Language Pathology Services (SLP) to help the children with ASD communicate better, and the techniques caregivers employed to help the children with ASD communicate better. Comte's Structural Functional Theory (SFT) provided direction for the investigation. The research employed a descriptive survey design. The study focused on a target group of 38 participants, consisting of 36 caregivers, 1 occupational therapist from Autism Society of Kenya (ASK), and 1 speech-language pathologist (SLP) outside the organization. Purposive sampling was used in the study. A pilot study was conducted among members of Autism Support Center Kenya (ASCK) who cared for children with ASD who shared the same features to assess the validity and reliability of the research tools. To take part in the pilot trial, one therapist was specifically chosen. The therapists were interviewed and the caregivers were given questionnaires to complete in order to gather data. Quantitative information from closed-ended questions was analyzed and classified. Descriptive statistics analysis using SPSS version 26 was then performed. The study established that more than half of the caregivers were not aware of the communication deficits in their children with ASD and therefore, they were not actively involved in enhancing communication abilities. The research findings also indicated that that majority of caregivers’ utilized various strategies however, expressed difficulties in mastering and implementing them. The study concludes that there is a clear need to address key themes emerged in this study in order for caregivers to effectively carry out their roles to enhance communication abilities of children with ASD. The study suggests need for Governmental and non- Governmental organization raising knowledge of SLP services, hiring more SLP at nearby hospitals, providing training, and mentoring caregivers on SLP techniques. This study could help healthcare facilities, the Ministry of Education, and the Ministry of Health manage and support children with ASD. Caregivers of children with ASD will also understand communication deficits of their children and effective strategies to mitigate these deficits.
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    Collaboration and Inclusion for Enhancing Communication Skills among Learners With Autism in Selected Private Primary Schools in Nairobi City County, Kenya
    (Kenyatta University, 2024-11) Gakii, Lindah
    Collaboration among specialists and inclusive education are key strategies in enhancing communication skills of learners with Autism Spectrum Disorders. Most learners with autism have difficulties in socio-communication skills that require both collaborative and inclusive approaches to improve their social communication skills and promote social learning and social acceptance. However, the application of these approaches in Kenyan schools with children with autism remains unknown. This study assessed the use of collaboration and inclusion as an intervention strategy to enhance socio-communication skills of learners with Autism in Nairobi City County. The objectives included: assessing the extent of use of collaborative strategies by teachers to enhance communication skills among learners with Autism, assessing the extent of use of inclusion strategies by teachers to enhance communication skills of learners with Autism, determining the resources used in collaboration and inclusion by the teachers to enhance communication skills of learners with Autism and establishing the challenges of using collaboration and inclusion to enhance communication skills of learners with Autism. The study was guided by Vygotsky’s social constructivism theory and adopted a descriptive research design using mixed methods. The target population comprised head teachers, teachers, teacher assistants, and speech-language therapists from primary schools in Nairobi County. The study sampled four (4) selected private primary schools in Nairobi City County. The study employed purposive sampling technique and utilized all the available accessible population in the selected private primary schools. The main instruments of data collection were questionnaires and interviews schedules. A pilot study was conducted in a randomly selected private school in Nairobi. A test-retest method was used to ensure reliability. Quantitative data was analyzed by aid of SPSS software and then reported using descriptive statistics. Qualitative data was analyzed thematically and reported narratively. The study findings revealed that all the sampled schools had at least some collaboration and inclusion mechanisms in place to enhance communication skills for learners with Autism, although there were some notable inclusion gaps. The use of collaboration interventions for learners with autism in their schools was, on average, moderate, while the utilization of inclusion strategies was high. All the schools had some deficits in critical resources needed to support collaboration and inclusion interventions. The availability of such resources was moderate. The most salient challenges were related to: attitudes toward inclusion of learners with Autism, knowledge and awareness, resource availability, administrative support, and training. From the findings, it was concluded that collaboration and inclusion strategies to support learners with Autism were not implemented to the maximum, primarily due to the challenges mentioned above. The education ministry should therefore work together with headteachers to ensure teachers, speech-language therapists, parents, and other stakeholders have the resources and support they need to implement collaboration and inclusion interventions successfully. The moderate use of collaboration strategies for learners with ASD, as reported in this and other studies in the country implies that teachers and SLTs in these schools may be missing valuable opportunities to enrich the learning experiences of children with ASD and help them develop effective communication skills.
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    Parental Involvement and Transitioning of Learners with Intellectual Disabilities from School to Employment in Nairobi City County, Kenya
    (Kenyatta University, 2024-08) Ondara, Dorcah Kerubo
    Despite the numerous benefits linked with parental involvement in transition of learners with intellectual disabilities (ID) to employment, their participation has not been given much attention by stakeholders. This study sought to investigate parental involvement and transitioning of learners with intellectual disabilities from school to employment in Nairobi City County, Kenya. The study utilized a descriptive survey research design. The study targeted 5 SNE centers, 65 SNE teachers, 5 head teachers and 900 parents with learners with ID. Purposive sampling was used to obtain the 5 SNE centers, 65 SNE teachers and 5 head teachers who were used for the study while stratified sampling techniques was used to obtain 90 parents to participate in the study. Questionnaires for SNE teachers, interview schedules for head teachers and focus group discussion for parents were administered for primary data collection. The validity and reliability of the instruments was ascertained through pilot testing. Data collected was subjected to Statistical Packages for Social Sciences (SPSS) version 27 for analysis and presented using frequency tables, percentages and figures. The study findings revealed concerning gaps and challenges. Teachers expressed mixed perceptions regarding parental understanding of ID needs (11.3% strongly disagreeing, 16.1% disagreeing, 27.4% unsure, 33.9% agreeing, 11.3% strongly agreeing). Similarly, there were discrepancies in perceptions of parental involvement in training programs (11.3% strongly disagreeing) and satisfaction with communication about transition (22.6% strongly disagreeing). The study concluded that the role of parental involvement in supporting the successful transition of learners with ID from school to employment is critical. The dissatisfaction expressed by teachers regarding the overall collaboration and transition planning process indicates a clear need for schools to enhance communication strategies, establish structured engagement opportunities, and provide more support for parental involvement. The study recommended that school administrators should promote inclusive policies that mandate schools to engage parents as equal partners in the identification and planning processes for learners with ID. Provide resources and training for educators to facilitate effective collaboration with parents, ensuring that transition plans are tailored to meet each child's unique needs. The Ministry of Education through quality assurance should conduct the training sessions for educators focused on effective communication strategies with parents of learners with ID. These sessions should emphasize the importance of clear, accessible, and culturally sensitive communication
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    Selected Instructional Constraints Influencing Effective Learning among Learners’ With Low Vision in Public Secondary Schools in Tharaka Nithi County, Kenya
    (Kenyatta University, 2024-11) Njeru,Jane Wanja
    This study aimed to assess instructional constraints hindering effective learning among learners with low vision in public secondary schools in Tharaka Nithi County, Kenya. The problem this study attempted to solve was the lack of effective learning among learners with low vision in public secondary schools in Tharaka Nithi County, Kenya, caused by various instructional constraints. This was crucial in addressing educational disparities and advocating for the rights of learners with disabilities in Kenya and beyond. The study sought to identify and address these challenges to enhance the learning experience and academic performance of these learners. This study was anchored on Vygotsky’s (1978) Sociocultural Theory combined with Meyer et al. (2014) Universal Design for Learning (UDL) principles. Vygotsky’s theory emphasizes the importance of social interactions, scaffolding, and tailored learning experiences that can help learners with disabilities, including those with low vision, overcome cognitive barriers by leveraging the right support systems, such as assistive technologies and teacher guidance. Universal Design for Learning (UDL), on the other hand, advocates for designing instructional methods that accommodate diverse learners, including those with visual impairments, by providing multiple means of engagement, representation, and expression. Summarize to four sentences. The study population comprised all the 46,800 secondary school learners and 3120 teachers totaling to 49,920 participants in Tharaka Nithi County. Respondents to the study were chosen randomly. A questionnaire was used to collect data from both teachers and learners, as well as a lesson observation schedule. The study population comprised all the 46,800 secondary school learners and 3120 teachers totaling to 49,920 participants in Tharaka Nithi County. Respondents to the study were chosen randomly. The sample comprised 297 teachers and 100 learners with low vision totaling to 397. A questionnaire was used to collect data from both teachers and learners. A pilot study was carried out in two schools involving 30 teachers and 10 learners. Results of data analysis showed that effective learning outcomes for learners with low vision significantly correlate with the availability and use of assistive technology. However, constraints such as insufficient resources and inadequate teacher training were prominent barriers. It was established that the use of activity-based instructional methods, like practical lab activities and student projects, was limited by inadequate tactile materials. Tactile graphics were identified as essential for effective learning, but their limited availability and quality were significant impediments to comprehension and performance among learners with low vision. The study concluded that instructional constraints related to assistive technology, activity-based learning, and tactile graphics critically hinder effective learning for students with low vision in Tharaka Nithi County. There is need for training programs to enhance teacher competencies in using assistive technology and tactile graphics, increasing funding for modern assistive tools, and improving the timely delivery of tactile materials. Streamlining lesson planning to better incorporate these resources will enhance the effectiveness of activity-based learning and ultimately improve educational outcomes for students with low vision.
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    Educational Assessment Influence A Predictor of Academic Performance among Learners with Visual Impairment in Nairobi County, Kenya
    (Kenyatta University, 2024-08) Onyango, Chaba Mark
    The study aimed to establish educational assessment influence on academic performance predictors to learners having visual loss in selected learning institutions in Nairobi County, Kenya. Despite significant advancements in inclusive education policies and practices, the academic performance of learners with Visual Impairment (VI) in Nairobi County, Kenya, remains suboptimal. The study objectives were to determine the assessment instrument's influence on Learners with VI academic performance in designated integrated public primary learning institutions, to investigate the professional qualification influence in the assessment of teachers on Learners with VI academic performance in particular integrated community primary learning institutions; to assess the impact of Braille learners proficiency with the visual loss on their classwork performance in particular integrated community primary learning institutions; and to examine the assistive technology influence employed in the assessing Learners with VI on classwork accomplishment in designated integrated community primary learning institutions. The research assumed an expressive survey design exploiting quantitative techniques. The design was regarded as appropriate for the research as it is anticipated to allow the scholar to analyze, describe, record and present data. The targeted audience was 206 respondents, whereas the sample population would be 68 respondents comprising four head teachers, 31 teachers and 33 Learners with VI. The research was conducted in integrated community primary schools in Nairobi municipality. Purposive sampling was employed to select 31 teachers from the four integrated public primary schools. For the learners with VI, convenience sampling was used to select 33 out of 98 available learners across the four schools. All 4 head teachers from the selected schools were included in the study using purposive sampling. Piloting allowed the researcher to test the clarity, relevance, and comprehensiveness of the questions and items included in the questionnaires and observation checklists. The research employed the use of both qualitative and quantitative techniques of data collection. Quantitative data was analyzed and coded using Statistical Package for social science (SPSS V 23.0). The findings show that the most available instrument is verbal communication, followed by the Tactual model/Braille. Pictures and Real objects were also readily available. Demonstrations, physical prompting, auditory learning media, typed information at imitation, video, and large print were also deployed. The results showed that at least half of teachers had received training on special education; only about a third lacked formal training and had no training on special education. Most of them, followed by teachers with bachelor's degrees, Diploma education had certificate P1, master's degree, and diploma PGDE while only a tiny fraction had PhD qualifications. The results conclude that professional qualification significantly influenced the academic performance of Learners with VI, braille proficiency of teachers significantly influences the academic performance of Learners with VI and ICT integration has improved the quality of assessment in school, thus advancing Learners with VI academic performance. The study recommednded that government needs to put down measures to ensure adequate assessment instruments for the learner and offer the necessary training to teachers on adequately using the instruments. Policymakers and education stakeholders should formulate policies ensuring most teachers receive special education in dealing with learners with VI and other disabilities
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    Music Therapy Strategies for Improving Communication Skills in Children with Autism Spectrum Disorders Nairobi City County, Kenya
    (Kenyatta University, 2024-11) Onaya, Clinton
    The purpose of this study was to evaluate the impact of music therapy strategies on autistic children's communicative abilities (ASD). The study focused on how music therapy strategies affected the expressive and receptive abilities of children with Autism Spectrum Disorders. Additionally, it looked into how music therapy strategies affected how well children with autism spectrum disorders paid attention together. The study also evaluated the impact of tools and assistance used in music therapy on the communicative abilities of children with Autism Spectrum Disorders. At the Kenya Community Centre for Learning (KCCL) in Nairobi County, the researcher gathered data from the accessible population, which included the head teacher, classroom teachers, and students with ASD. The School of the Nations in Nairobi County hosted the pilot research. This study was based on B.F Skinner's Behaviorism theory of the mid-20th century, which centered on the observable behaviors of individuals interacting with the environment. To gather data for analysis, the researcher employed an experimental study design that triangulated observation, interviews, and questionnaires. This study comprised 15 participants selected purposively consisting of 1(one) head teacher, 4(four) classroom teachers, and 10 (ten) learners with ASD. A descriptive-analytic approach was used to examine the study's data. It was the use of music therapy strategies and the therapist himself to influence the change of behavior where music could be used as a reinforcer, as a contingent interruption, and as a reward. Descriptive statistics such as mean, variance, and standard deviation. Inferential statistics were used to summarize data in terms of mean differences at the significance level of p=0.05. Qualitative data from interviews and observations were first transcribed to determine what to choose, interpret, and present. These data were then organized, coded, and categorized based on responses and comments. Findings showed that the pre-test baseline assessment revealed varying levels of receptive skills among children with ASD, with the experimental group showing moderate abilities in following verbal instructions but lower comprehension of simple prepositions compared to other skills assessed. Music therapy strategies had a positive impact on improving expressive skills among children with Autism Spectrum Disorder. The t-test conducted before the test showed no significant statistical difference between the control and experimental groups (p = 0.77 > 0.05). However, after the test, there was a significant difference between the control and experimental groups, with the experimental group showing higher average scores (p = 0.001 < 0.05). The study concluded that while music therapy strategies may offer some benefits in enhancing certain aspects of social skills among children with ASD, additional interventions and support may be necessary to address the complex challenges associated with social skill development in this population. The study recommended promoting collaboration between researchers, clinicians, and educators to ensure that music therapy interventions are evidence-based and tailored to the specific needs of individuals with ASD. The Government should implement multidisciplinary interventions that combine music therapy with other evidence-based approaches, such as behavioral interventions and social skills training, to address the diverse needs of children with ASD.