RP-Department of Special Needs Education

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Collaboration-inclusion model: stakeholders perception of its impediments as a socio-communication skill deficit intervention strategy in learners with autism in Nairobi County, Kenya
(oapub, 2024) Gakii, Linda; Abuom,Tom; Wairungu, George
Autism Spectrum Disorder is a lifelong neurological disorder that affects individuals’ ability to communicate and socialize. It is commonly evident by age three but some cases can take long to be noticed. Parents' lack of awareness and cultural barriers are commonly associated with the delay. Research-based evidence indicates that the best approach to address social communication skill deficits in learners with ASD is by the use of a collaborative multidisciplinary team approach. This is more optimally done in an inclusive setting, both at school and in society. In this approach, speech therapists and other stakeholders collaboratively and consultatively work together as a team. While this has worked perfectly on many occasions, it has not always produced positive results, especially in developing countries like Kenya. It is important to review the key impediments to this model so that families, practitioners and policymakers can work together to ameliorate the situation created by the impediments. The main objective of this research was to consolidate what stakeholders perceive to be barriers to the effective use of the collaborative-inclusion model and what should be done to improve the current situation. Participants were selected purposefully, with an interview schedule and open-ended questionnaires as the main tools of data collection. Main impediments were found to be cultural barriers, poor training, shortage of physical and human resources, attitude and lack of support from administrators. Solutions include in-service training, the creation of awareness, training of more teachers, the inclusion of inclusion strategies teacher training curriculum, and more funding by both county and national governments.
Access arrangement practices, its effectiveness and influence on the performance of learners with dysgraphia in public lower-primary schools in Vihiga County, Kenya
(European Journals of Education Studies, 2024) Mulima, Emmanuel Ian; Muthee, Jessina; Karia, Mathew
The study explored the access arrangement practices, their effectiveness, and their influence on the performance of learners with dysgraphia in public lower-primary schools in Emuhaya Sub-County, Vihiga County. This study was anchored on Robert Gagne’s Conditions of Learning theory, proposed in 1965. A descriptive research design was adopted. The study aimed to include all 163 learners diagnosed with dysgraphia enrolled in lower public primary schools within the Emuhaya sub-county. Additionally, the study targeted 16 headteachers from public primary schools, 153 teachers, and 10 subcounty Education officers in the same sub-county. The researcher utilized stratified sampling to select 5 public primary schools. Purposive sampling was used to select 5 headteachers from the sampled schools. Similarly, purposive sampling was employed to select 6education officers from the Emuhaya sub-county. The researcher sampled 50 lower primary school teachers and 50 learners identified with dysgraphia from grade 1 to grade 3 in the sampled schools using simple random sampling. The researcher employed a combination of open and closed questionnaires, as well as interview guides, to gather data from different categories of participants. A pilot study was conducted in two public primary schools, which were not included in the main data collection. Qualitative data underwent content analysis, while quantitative data was analyzed using frequencies and percentages with SPSS. Results indicated that schools in Emuhaya utilized various access arrangements for students with dysgraphia. Dysgraphia was found to impact academic performance negatively, but with intervention, student performance improved by 5%–10% in successive exams. Students reported a positive change in attitude towards education due to the intervention, feeling supported by the school. The study concluded that access arrangements have an impact on the academic performance of students with dysgraphia. Before the intervention, dysgraphia hurt students' academic performance, as evidenced by poor performance in previous exams. The study recommended that the government need to implement a systematic identification method for documenting students with learning disabilities early in their academic journey. Early identification and intervention can significantly improve outcomes for dysgraphia students and facilitate timely support and resources. Schools should prioritize the implementation of recommended interventions to support dysgraphia students, promote inclusivity, and foster a positive attitude towards education among all students, regardless of their learning needs.
Family Dynamism on Educational Performance of Learners with Hearing Impairments in Selected Primary Schools of Busia County, Kenya
(Journal of Popular Education in Africa, 2024) Auma, Pascalia Angela; Awori, Beatrice Bunyasi; Wamocho, Fransiscah Irangi
This paper is aimed at discussing family dynamism strategies in promotion of educational performance of learners with HI in the selected schools in Busia County. The study used Bowen Family Frameworks Theory (1978). The survey used a descriptive survey research design in which data were gathered through interviews and structured questionnaires. The schools of study and teachers were chosen using the purposeful sampling technique. Parents of students with HI from particular Busia County schools were chosen at random. Key informants included three teachers from each of the four chosen schools as well as four administrators, one from each of the schools. The research included 60 participants in total as the target population of the study. The Statistical Package for Social Sciences (SPSS) version 23 of the statistical software package was used to analyze the data. Data was presented through frequencies and percentages. The study found that auditory oral strategy creates comprehension and mastery of spoken words, intonation and language rules via hearing with minimal degrees of visual support for language. It was also revealed that teachers spent time and were committed to helping the child and family in the identification of the child’s strength and needs, the outcomes expected, and the support needed for the child and family. The study recommended that family dynamism should be encouraged and parents to form IFSP to support one another to promote educational performance. Adequate funds should be availed for assessment to enable provision of equipment and trained professionals for early interventions.
Evaluating Sign Language Interpretation during Television Newscast: A Case of Karen Technical Training Institute for the Deaf in Nairobi City County, Kenya
(JEP, 2022-03) Maina, Moses Gitonga; Muriithi, Francis; Bunyasi, Beatrice
Sign language interpretation during newscast has faced criticism due to variation of mode of sign language interpretation used by sign language interpreters. This study sought to find out the preferred mode of sign language interpretation in televisions newscasts among learners at Karen Technical Training Institute for the Deaf (KTTID). The findings are significant because they will inform various television stations in Kenya and government to come up with policy framework to have sign language interpretation conducted in the preferred mode for effective delivery of information. The study was anchored on Robert Karasek’ theory of demand control in sign language interpretation. The total study population comprised four hundred and ninety-one students with hearing impairment and fifty-two teachers from Karen Technical Training Institute for the Deaf. Using purposive sampling technique, one hundred and twenty-three students and two teachers were sampled. The study employed a descriptive research design. Questionnaires and interviews were used as instruments for data collection. The researcher used questionnaires to collect data from learners with hearing impairment and interview schedule to collect data from teachers. Instrument validity and reliability coefficients to at least 0.75 confidence level were accepted as valid and reliable. Data was analyzed using both descriptive and inferential statistics. The study established that Kenya Sign language mode of interpretation is preferred during television newscast. It recommended proper training of sign language interpreters on Kenyan sign language interpretation as opposed to sign exact English with regular monitoring of sign language interpreters in Kenya for quality service.
Monitoring Strategies Teachers of English Use with Visually Impaired Learners in Integrated Schools in Nairobi City County, Kenya
(Kenyatta University, 2024-06) Asiko, Rodgers Fanuel Owino; Nzoka, Stephen; Wambiri, Gladwell
This study explored monitoring strategies teachers of English use with learners with visual impairment (LWVI) in integrated secondary schools in Nairobi City County, Kenya. English contains concepts that build on each other, underscoring the need to understand initial ideas as a foundation for comprehending subsequent concepts. Thus, the study was based on Lev Vygotsky’s Cognitive Development Theory (1934). The study objective was to identify monitoring strategies. Learners' performance in English was the dependent variable, while progress monitoring was the independent variable. The researcher sampled sixty-four participants in two schools including deputy principals, teachers of English and Heads of Department (HoD), LWVI, and regular learners. Simple random sampling was used to select participants from among learners, while purposive sampling was used to select teachers. As a qualitative research, data was collected through interviews, observation, and focus groups. The researcher used thematic analysis by coding the data into subsets to capture the major themes. The results revealed that verbal communication and use of sighted deskmates were predominantly used to monitor progress due to the teachers’ incompetence in braille. The following recommendations were drawn from these inferences: The Teachers Service Commission (TSC) should employ SNE-trained teachers in integrated schools, and the Kenya Institute of Curriculum Development (KICD) should provide braille learning materials.
Leadership and Political Corruption in Kenya: Analysis of the 2010 Constitutional Provisions on the Presidency
(School of Social Science, University of KwaZulu-Natal, 2013) Mutula, Stephen; Muna, Wilson K.; Koma, Geoffrey P.
This article is an attempt to establish a link between the abuse of power in the Presidency, and how this manipulation has been addressed by the new Constitution 2010 in Kenya. This study has reviewed available literature to interrogate this correlation. Rampant corruption that has contributed to a huge loss of resources in Kenya has been attributed to the arbitrary power vested in the executive. Following Independence in 1963, Jomo Kenyatta, the first president of the Republic of Kenya, concentrated on amassing political power under the control of the central government. Moi, his successor from 1978, continued this legacy by tightening the control of Kenyan public life in all spheres, including politics, administration, and management of public finance. The presidency took over control of almost all the sectors of the Kenyan economy. Moreover, it had control over the state’s finances with little, if any, accountability. This study has found out that corruption in Kenya has notoriously revolved around the Presidency and those who demonstrated loyalty to the ruling elite. Consequently, this central control was evident in the imbalance in regional development. The abuse of power and inefficiency of the three presidencies of Kenyatta, Moi and Kibaki left Kenya susceptible to poor social, political and economic development. It is noteworthy that the Constitution 2010 has launched relevant institutions that have the potential of enhancing checks and balances in managing public resources. If these institutions deliver according to the mandate accorded them, there is a true promise in curbing corruption and maintaining good and accountable governance in Kenya.
Influence of Teaching Strategies on Reading Comprehension of Learners with Learning Disabilities in Selected Public Primary Schools in Kyuso Sub-County, Kenya.
(2024-06) Wakati, Purity Kebebe; Muthee, Jessina; Abuom, Tom
This study evaluated the influence of teaching strategies on reading comprehension of learners with learning disabilities in selected public primary schools in Kyuso Sub-County, Kenya. The choice of this locality was based on the fact that it is home to most learners with learning disabilities in the entire County and the performance of these learners in reading comprehension has continuously been poor. The study area also has a mixed demography with some public primary schools located in wealthy areas while majority are in poor areas. The study was guided by Bandura’s Social Learning Theory as advanced in 1977. The study employed quasi-experimental study design. The target population for this study was 420 consisting of 20 class five teachers and 400 class five learners with learning disabilities within the available 20 public primary schools in Kitui County Kenya. Purposive and simple random sampling techniques were used to select the respondents. Primary data was collected by use of structured questionnaires. Data was grouped, coded, cleaned and analyzed descriptively using SPSS version 21.0 to generate frequencies and percentages. The collected data were presented in tables created with SPSS and figures created with Microsoft Excel 2010. The study found that common teaching strategies had a negative effect on reading comprehension test scores of students with learning disabilities, while learners-centered strategies improved these learners test scores in reading comprehension. The study therefore concluded that learners with learning disabilities underperformed in reading comprehension due to the use of traditional teaching strategies which are teacher centered. The study recommends that learners-centered instructional methods be employed to improve reading comprehension among learners in Kyuso Sub-County in selected public primary schools.
Interplay Between Parent-Teacher Collaboration and Academic Performance of Pupils with Learning Disabilities in Public Primary Schools in Migori County, Kenya
(EJSE, 2024) Oduor, Paul Omondi; Murugami, Margaret W.; Wamocho, Franciscah I.
This study aimed to establish the influence of parent-teacher collaboration on the academic performance of pupils with Learning Disabilities (LD) in public primary schools in Migori County, Kenya. The study adopted a descriptive design. The study was guided by Constructivist Theory developed by Jerome Bruner (1966). The target population was 47 primary schools, 1000 pupils in grade three, 113 parents of pupils with learning disabilities, 47 grade 3 class teachers, and 47 head teachers in Migori County. A simple random sampling technique was used to select the primary schools. Grade three pupils, class teachers, parents, and head teachers were selected using a purposive sampling technique. The sample size consisted of 11 primary schools, 11 grade 3 class teachers, 11 head teachers, 55 grade 3 pupils, and 22 parents. Researcher-constructed questionnaires, pupil rating scales, and test and interview schedules were used to collect data. To establish the validity and reliability of the research instruments, a pilot study was carried out in one primary school in Migori County. The collected data were descriptively analyzed using means, frequencies, and percentages. Pearson productmoment correlation analysis was used to examine the nature of the relationships among the study variables. The results were presented using tables. The data from the interview schedule for the head teachers were analyzed thematically, and the results were incorporated into the quantitative findings. Findings indicated that effective collaboration between parents and teachers significantly enhanced academic performance. The study concluded that there was a positive correlation between parentteacher collaboration and the academic performance of pupils with LD revealed a positive correlation, emphasizing the significance of collaborative efforts to elevate academic achievement. The study recommended that to strengthen collaborative efforts, it is imperative to foster a deeper partnership between teachers and parents. In a leadership role, head teachers need to take the lead in sensitizing both teachers and parents on the profound significance of parent-teacher collaboration for the academic performance of pupils with LD. Also, teachers and Ministry of Education officials in the county should create time to meet the parents and teachers to sensitize them about LD and their needs to improve the learning outcomes of such learners.
Health Professionals’ Awareness of Signs and Symptoms of Oropharyngeal Dysphagia among Inpatients at a Level – Six Referral Hospital in Kenya
(INTERNATIONAL JOURNAL OF RESEARCH AND SCIENTIFIC INNOVATION (IJRSI), 2024-03) Ndiema, Dalphine C.; Abuom, T.; Karia, M.
Background: Oropharyngeal dysphagia is a leading risk factor for multiple health complications, including malnutrition, chest infections, and pneumonia. High dysphagia awareness among health professionals may facilitate early identification and treatment. Objectives: This study’s objectives were to (i) determine oropharyngeal dysphagia signs/symptoms awareness levels among healthcare professionals attending to adult inpatients in the acute-care facility of a Kenyan level-six referral hospital and (ii) establish whether their awareness levels vary with selected individual characteristics. Methods: We employed a descriptive, cross-sectional research design, and purposive sampling of 16 health professionals attending to inpatients in the hospital’s acute-care facility. They included five (5) nurses, seven (7) physiotherapists, one (1) speech – language therapists, one (1) oncologist, one (1) neurologist, and one (1) nutritionist. Awareness levels were measured using a 16-item questionnaire. Frequencies, percentages, and means were used to summarize participants’ scores, while the independent samples t-test and one-way ANOVA were used to compare the scores across selected individual characteristics. Results: The mean proportion of correct responses was 73.0% (SD = 17.49), indicating that on average, participants had moderate awareness. Over half (56.3%, n = 9) had either low or moderate OPD signs/symptoms awareness levels. There were significant differences in mean awareness levels due to age (F = 10.13, p = .002) and educational attainment ( F = 7.44, p = .007). Conclusions: Health professionals attending to adult inpatients in the hospital’s medical and surgical units have, on average, moderate awareness of oropharyngeal dysphagia signs and symptoms. High educational attainment is associated with increased awareness. Recommendation: The hospital’s management should implement regular training programs focusing on various OPD management aspects, particularly its signs and symptoms. Priority should be given to nurses, physiotherapists, and HPs without a post-graduate degree. For better client outcomes, and opportunity for continuous professional development
A Descriptive Retrospective Review on the Epidemiology of Oropharyngeal Dysphagia in the Acute Care Facility of a Kenyan (Level-Six) National Hospital
(IOSR Journal of Nursing and Health Science (IOSR-JNHS), 2023-12) Ndiema, Dalphine C.; Abuom T.; Karia, M.
Oropharyngeal dysphagia (OPD) exposes patients to several health conditions and complications. This study assessed OPD presentation in the acute care facility (ACF) of a national hospital in Kenya. The objectives were to establish the demographic characteristics of adult inpatients diagnosed with OPD, determine their OPD-related comorbidities, and identify OPD traits for bedside swallowing safety in ACF. Archival records of 36 initial speech-language therapy (SLT) consultations diagnosed with OPD were reviewed. Data from these purposive records were analyzed using frequencies, percentages, means, Fisher’s exact test, and the independent samples t-test. There was an equal OPD presentation between female and male participants. Their mean age was 61.25 years (SD = 21.256), with 64.3% (n = 18) at least 60 years old. On average, female participants (M = 72.3, SD = 16.43) were significantly older than their male peers (M = 72.3, SD = 16.43) (t = 3.25, p = .003). The majority (88.9%, n = 32) had at least one comorbid condition. Fisher’s exact test showed that the number of comorbid conditions was independent of gender or age (p > .05). The majority (94.4%, n = 34) had at least one bedside swallowing safety trait. From the findings, it can be concluded that OPD presentation in the facility is highest among senior adults and is associated with multiple comorbid conditions. The management should encourage a multi-disciplinary approach to OPD management to ensure optimal care for OPD patients in the ACF.
The Status of Health Professionals’ Knowledge of Complications of Impaired Deglutition among Acute-Care Inpatients in a Kenyan Referral Hospital
(INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN APPLIED SCIENCE (IJRIAS), 2024-04) Ndiema, Dalphine C.; Abuom, T.; Karia, M.
Early dysphagia screening and identification are vital for improved clinical outcomes for patients with impaired deglutition. The Interprofessional Collaboration model advocates for a collective approach to dysphagia management to facilitate early dysphagia screening and identification. Such collaboration requires all health professionals involved in management of impaired deglutition to have a high awareness of its symptoms and signs, risk factors, and associated complications. However, there is limited research on dysphagia awareness among health professionals in Kenya. This paper reports on a study to establish health professionals’ awareness levels of oropharyngeal dysphagia-associated complications among adult inpatients in the medical and surgical wards (Acute Care Facility-ACF) of a National referral hospital in Kenya. The study employed a descriptive, cross-sectional design. Questionnaires were administered to an initial sample of 19 health professionals attending to adult inpatients in the ACF. Sixteen (16) of the sampled professionals completed and returned the questionnaires and were included in the final analyses. Awareness levels were assessed using a ten-item questionnaire and analyzed using frequencies, percentages, and means. The independent samples t-test and one-way ANOVA were used to compare the scores across selected individual characteristics. The mean proportion of correct responses to the questionnaire items was 73.0% (SD = 17.49), indicating that, on average, participants had moderate awareness of oropharyngeal dysphagia-associated complications. There were no significant differences in awareness levels due to gender, age, educational attainment, experience, specialization, or training. The findings show that health professionals attending to adult inpatients in the hospital’s medical and surgical units have, on average, moderate awareness of oropharyngeal dysphagia-associated complications.
Learners with Autism Spectrum Disorder: What Socio- Communication Difficulties Entail and the Recommended Research Based Intervention Strategies
(International Journal of Research and Innovation in Social Science (IJRISS), 2021-12) Ndiema, Dalphine C.; Wairungu, George Mathenge
In the last three decades, there has been an unprecedented rate of increase in the prevalence of Autism Spectrum Disorder (ASD). According to the Center for Disease Control and Prevention, 1 in every 59 children in USA has ASD. ASD is a dyad of disabilities with a major hall mark feature being socio-communication difficulties. The feature significantly affects interaction and lowers the quality of life of individuals with ASD. To address its implication, a multidisciplinary team approach is critical especially in this era of inclusive education. The main aim of this paper is to assemble and consolidate relevant literature on what Socio-communication difficulties entail as well as the appropriate research-based intervention strategies. This creates a one ‘stop shop’ source of reference for multidisciplinary team members who may not be experts in thefield of Autism Speech Disorder. To achieve this, Google Scholar search engine was used to search for Articles and research findings from peer reviewed journals on the deficit and appropriate intervention strategies. Only articles that clearly addressed characteristics and intervention strategies were considered. The main electronic data sources used include Jstor, Eric digest and EBSCO. This study is a therefore a product of an extensive in-depth qualitative desk top research. Challenges in socio-communication abilities are significantly associated with poor theory of mind as well as comorbidity in learners with ASD. The article summarizes the categories of comorbidity first, socio-communication difficulties and finally scans through contemporary research-based intervention strategies
Exploring Therapy-Related Constraints in the Delivery of Speech and Language Therapy Services to Children with Cerebral Palsy in Kibera Slums, Nairobi City County, Kenya
(EJSER, 2024) Mwende, Mutuiri Caroline; Abuom, Tom
This study sought to establish therapy-related constraints in delivering Speech and Language Therapy (SLT) services to children with CP in Kibera slums. The study was guided by the four-level model of the healthcare system and adopted a descriptive survey research design. The target population included caregivers of children with CP, speech therapists (in training), occupational therapists, and other healthcare providers offering speech services, a total of 51 participants. Purposive sampling was used to select study participants, and the entire study population served as the sample size. Data was collected through questionnaires for caregivers and interviews with speech therapists (in training), occupational therapists, and other healthcare providers offering speech services. The study ensured validity through professional reviews and a pilot study conducted at a similar institution within the Lang’ata constituency in Nairobi County. Reliability was determined using Cronbach’s Alpha to assess the consistency of research instruments. Qualitative data from interviews were analyzed thematically, while quantitative data from the questionnaires were analyzed using descriptive statistics, including frequency counts, percentages, and tables utilizing SPSS. The study revealed that a significant percentage of caregivers were discontented with the way the therapist treated their children with cerebral palsy, which not only resulted to inconsistent therapy attendance, but also poor cooperation with the speech therapists. In addition, inadequacy of available speech therapists, low quality of services provided, limited speech therapy resources and monetary constraints were cited as obstacles to seeking speech therapy services despite some care centres offering subsidized or free services. The study concluded that addressing these therapy-related constraints is essential to providing effective care and delivery of speech and language therapy services to children with CP. The study recommended that the government should prioritize the recruitment of speech and language therapists in underserved areas, particularly in slum communities and collaborate with NGOs to conduct disability awareness campaigns in Kibra in order to combat stigmatization and ensure that community members are well-informed about the available services for children with CP.
Phonological Disorders as a Determinant of Speech Intelligibility among Learners with Down Syndrome in Public Primary Schools, Nairobi County, Kenya
(EJSE, 2024) Stephanie, Maureen Ndinda; Abuom, Tom O.; Karia, Mathew Kinyua
This study aimed to analyze the impact of phonological disorders on the speech intelligibility of learners with Down syndrome. The study was guided by the Theory of Natural Phonology by David Stampe. A descriptive study design was used. Piloting was conducted in one of the public primary schools with learners with DS to ensure the validity and reliability of the instruments. The study used the available population of 25 learners with DS and 10 teachers trained in special needs education who were purposely selected from public primary schools in Kasarani Sub-county. Data was collected through tests of phonology, speech intelligibility tests and questionnaires for teachers. Descriptive statistics such as frequencies and percentages were used to analyze quantitative data, whereas the qualitative data that was obtained from open-ended questions was analyzed thematically. The study established that learners with Down syndrome displayed consistent phonological error patterns that have been classified as a disorder. From the ordinal speech intelligibility index scale, 65% of the learners had severe speech intelligibility, 25% had moderate speech intelligibility, while 10% had mild speech intelligibility. Further, the study established that the speech intelligibility of learners with Down syndrome is impaired due to the presence of phonological disorders, which have been noted to affect not only the academics and classroom participation but also the social aspect of their lives, self-esteem and interaction with their peers. The study recommended that special needs teachers should be trained in identifying learners with phonological disorders and methods of assisting in bringing clarity to their speech, thereby positively influencing the intelligibility of the learners with DS. Trained speech therapists should also collaborate with teachers to assist them in developing IEPs that target academics and different aspects of communication in the case of language impairment, such as phonological disorders.
An Examination of the Influence of Withdrawal Behavior on the Academic Performance of Learners in Kabete Rehabilitation School, Nairobi City County, Kenya
(EJES, 2024) Kisendi, Julius Mulu; Murugami, Margaret Wangui; Kombo, Kisilu
This study aimed to examine the influence of withdrawal behavior on learners' academic performance in Kabete Rehabilitation School, Nairobi County, Kenya. The study was based on The Delinquent Behavior Theory and The Theory of Educational Productivity. The study used a concurrent triangulation design in which the researcher implemented the quantitative and qualitative methods simultaneously and with equal weight. The study targeted a total of 70 respondents, which included one headteacher, 29 teachers, and vocational trainers, as well as 40 learners at Kabete Rehabilitation School. Purposive sampling was used to select all 29 teachers and one headteacher, while simple random sampling was used to select 10 learners in the rehabilitation school in Kabete, translating to a total sample of 40 respondents. Questionnaires, interview guides for the head teacher, and observation checklists were used to collect data. Research instruments were piloted among three teachers and vocational trainers from Kiringiti Rehabilitation School in Kiambu County to establish validity and reliability. Quantitative data were analyzed using Statistical Packages for Social Science (SPSS version 26.0). The quantitative findings of the study were then presented using tables and graphs. With the qualitative data, the researcher used thematic analysis. Then, a record of all themes was prepared and arranged according to similarities and differences. The themes were afterwards abbreviated as codes, and the codes were written near the related text in a Word document. Findings revealed that the withdrawal behaviors among learners in Kabete rehabilitation school were majorly expressed in feelings of rejection, isolation, and victimization. The study concluded that there was a stronger association between isolation and learners' academic performance in the Kabete Rehabilitation School. The study recommended that the government and or rehabilitation schools need to educate parents and the general public on children's aggressive behaviors and their influence on educational progress in school. The Nairobi County government should ensure professional counselors are deployed in rehabilitation schools.
Health Professionals’ Identification Levels of Risk Factors: In View of the Management of In-Patients Admitted with Upper Gastrointestinal Tract Swallowing Disorders in a Kenyan National Hospital
(IJRSI, 2024-04) Ndiema, Dalphine C.; Abuom, T.; Karia M., Karia M.
Adequate dysphagia awareness among health professionals is vital to facilitate collaborative dysphagia management. However, there are concerns that in many countries, many health professionals have low or moderate dysphagia awareness. In this descriptive, cross-sectional study, we assessed the identification levels on risk factors of oropharyngeal dysphagia among health professionals attending to adult inpatients in the acute-care facility of a level-six hospital in Kenya. The sample comprised 16 professionals from six specialties: neurologists, oncologists, nurses, nutritionists, physiotherapists, and speech-language therapists. We measured their risk factor identification levels using a previously validated nine-item questionnaire. Frequencies, percentages, and means were used to identify key patterns in participants’ risk factor identification levels, while the independent samples t-test and one-way ANOVA were used to establish cross-sectional differences in identification levels based on selected demographic and general characteristics. The mean risk factor identification score was 73.6% (SD = 17.14). There were significant differences in identification scores due to age (F = 4.67, p = .030), educational attainment (F = 5.94, p = .015), experience (F = 5.34, p = .020), and specialization (F = 5.06, p = .024). Mean comparisons showed that identification levels increased with educational attainment and were highest among participants in the category comprising oncologists, nutritionists, and speech therapists. From the findings, we concluded that health professionals in the facility have, on average, moderate OPD risk factor awareness and that increased educational attainment may enhance OPD awareness.
Influence of Teacher-Student Relationships on Academic Performance of Learners with Learning Disabilities in Nairobi County, Kenya
(EJSE, 2024) Akinyi, Melvine Elizabeth; Muthee, Jessina; Nzoka, Stephen
This study aimed to examine the influence of teacher-student relationships on the academic performance of learners with learning disabilities in Nairobi County. Systems theory and Social Cognitive theories were adopted. A descriptive correlational research design was employed using a mixed research approach. The target population comprised 4 head teachers, 62 teachers, and 1,923 learners with learning disabilities from 4 regular primary schools in Nairobi City County. Stratified random sampling and simple random sampling were applied to select the four schools and respondents from each school respectively. A purposive sampling technique was utilized to choose the head teachers and teachers from each school. Questionnaires, focus group discussions, interview guides, and screening tools were used to gather data. Quantitative data collected was analyzed using descriptive statistical techniques, whereas qualitative was transcribed and qualitatively analyzed in a thematic approach. A correlation test was done on the hypotheses to ascertain the relation between independent variables and dependent variables at a statistical significance of p≤0.05 (p=5%) using Chi-square. Pearson productmoment correlation was computed to measure the strength of the association between predictors and children’s academic performance variables. Qualitative data analysis involved transcription and analysis of open-ended questions from research tools using thematic analysis. Findings showed that all proxies for the teacher-student relationship except dependency level had a significant p-value (p<0.05) at 95% Confidential Interval. Statistical statistics from chi-square the correlation between teacher-student relationships and learners’ academic performance was statistically significant the null hypothesis was rejected. The study concluded that teacher-student relationships result in improvement in learners’ academic performance. School policies have no significant relationship with learners’ academic performance in primary school schools in Nairobi City County. The study recommended that teachers should deliberately express concerns both about students’ academic and non-academic life, as this makes the learners with learning disabilities feel accepted and motivated to improve their academic work.
Cognitive Theories in Autism Spectrum Disorder: Why Individuals with Autism Behave the Way They Do
(EJSIT, 2024) Olumula, Chris Induswe; Wairungu, George Mathenge
Autism spectrum disorder is a neurological developmental condition characterized by deficits in socio-communication skills and presence of restricted interests and repetitive behaviors. The condition is lifelong commonly identifiable by the child’s third birthday. This article discusses cognitive theories of autism including the discredited refrigerator mother theory. Others theories include theory of mind deficit hypothesis, weak central coherence theory, executive dysfunction theory, and extreme male brain theory. Cognitive theories attempt to explain why individuals with ASD behave the way they do. Speech therapists and other members of multidisciplinary team need to understand reasons behind behavior and reactions of individuals with ASD. This in turn helps plan effective intervention strategies. It is also effective in counseling caregivers and related stake holders. This is an in-depth qualitative research that assumed descriptive research design. Relevant literature was reviewed from renowned peer reviewed journals.
Assessment of Autism Spectrum Disorder: Improving Screening and Diagnosis in Kenya
(EJSIT, 2024) Kondiek, Laetecia; Wairungu, George
One hallmark feature of Autism Spectrum Disorder is poor socio-communication skills. Almost every individual with ASD exhibits this challenge. Diverse research-based intervention strategies exist to ameliorate that. Effective intervention starts with timely assessment and diagnosis. This article explores the different assessment procedures inclusive of screening and diagnosis of Autism Spectrum Disorder. Precisely, it reviews available assessment methods, screening tools, parental perception and the general global diagnostic criteria. The article also highlights the significance of timely and accurate diagnosis in improving the quality of life of a child with ASD. This is an in-depth qualitative research reviewing literature from research findings published in renowned peer-reviewed journals. Among the challenges faced in the diagnosis process are stigmatization, lack of trained personnel, and culturally insensitive assessment tools with the majority of parents registering their dissatisfaction with the entire diagnostic process. This paper ends by giving recommendations to the government and related stakeholders.
Rehabilitees with Visual Impairments’ Cane Skills and their Influence on Independent Travel in Nairobi City County, Kenya
(EJSER, 2024) Kwamboka, Gisore Varsytine; Murugami, Margaret; Otube, Nelly
The purpose of this study was to determine the influence of rehabilitees with visual impairment cane skills on their independent travel. The study was based on Bandura’s social cognitive learning theory. The researcher used a case study research design. The study was carried out at Kenya Institute for the Blind located in Nairobi County, Kenya. 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. A purposive sampling technique was used to select KIB for the study. Snowball sampling technique was used to locate thirty-seven rehabilitees with visual impairment. Data was collected using questionnaires. The pilot study was conducted at Machakos Technical Institute for the Blind because of its similar characteristics in the admission of rehabilitees with visual impairment. The researcher ensured the content validity of the research instruments through discussion with supervisors and lecturers in the Department of early childhood and Special Needs Education. Quantitative data was gathered using questionnaires and processed using Statistical Package for Social Sciences (SPSS) program. Data was analysed using descriptive statistics and presented using tables. The findings revealed that mobility canes were the main device used at Kenya Institute for the Blind for orientation and mobility. Worldwide, canes were the most used device for orientation and mobility for individuals with visual impairment. In KIB, the device was limited in supply and not readily available. Cane skills were the most popular orientation and mobility techniques among rehabilitees in KIB. The study concluded that rehabilitees were not adequately trained since a substantial period of time has elapsed yet they have not indicated favourable independent travel to their places of work. Orientation and mobility training at KIB led to the acquisition of necessary skills relevant to independent travel of individuals with visual impairment. The study recommended that there is a need for Kenya Government to facilitate the production of cheap locally made long canes suitable for our Kenyan roads.

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