RP-Department of Special Needs Education

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Barriers to Effective Developmental Screening of Children (0-24 Months) at Well-Baby Clinics in a Low-Income Community in Kenya
(The International Journal of Research and Scientific Innovation (IJRSI), 2025-07) Moraa, Shanice Kemunto; Karia, Mathew
Several studies have emphasized the significance of developmental screening, which is necessary for early detection of children’s developmental delays. These delays include motor, cognitive, socio-emotional, as well as speech and language delays, which need to be identified during the critical period of development. Many children with delays, especially from low-income communities in Kenya, are not identified early enough. Consequently, these children fail to receive timely intervention that will enable them to reach their full potential. However, little research concerning developmental screening of children in low-income communities in Kenya exists. This study aimed to identify the barriers to effective developmental screening of children aged 0-24 months at well-baby clinics in a low-income community in Kenya. The study used a descriptive survey research design and an accessible sample of 248 respondents comprising children (0-24 months), their caregivers, and healthcare providers. Purposive sampling was used to sample the clinics, children aged 0-24 months, and their caregivers while convenience sampling was applied for the healthcare providers. Data collection was done by administering questionnaires to caregivers and interviewing the healthcare providers in the clinics. Using descriptive statistics, quantitative data were analyzed and presented in frequencies and percentages. The qualitative data obtained in the study was analyzed and coded thematically. According to the study findings, most caregivers and healthcare providers lacked knowledge in regards to developmental screening. Financial constraints, lack of screening locations, inadequate training and resources, lack of a standardized screening tool, insufficient staff and workload, as well as time constraints hindered developmental screening in the MCH clinics. The study recommended implementation of policies to facilitate awareness programs, implementation of appropriate screening strategies and referral procedures, adoption of a standardized screening tool, employment of more healthcare providers, and enhancing accessibility to screening locations in low-income communities in Kenya.
Communication Board (CB) Influencing Expressive Language of learners with Autism Spectrum Disorder in Migori County, Kenya
(Journal of African Interdisciplinary Studies (JAIS), 2024-04) Orero, Mary Anyango; Nzoka, Stephen; Ogogo, Joyce
Autism Spectrum Disorders (ASD) is a diagnostic classification within the 4th edition of Diagnostic and Statistics for Mental Disorders, (DSMIV-TR). This study aimed to analyze how Picture Exchange Communication System (PECS) influenced Expressive Language Skills (ELS) for learners with ASD. PECS are used to teach functional communication to learners with ASD instead of using words and speech. PECS were developed by Lori Frost a speech-language pathologists together with Dr. Andrew Bondy in 1984. It was first used in learners with Autism program in Delaware with an aim of teaching learners with ASD simple way of initiating functional communication. Four objectives guided the study namely: a) Evaluating how Communication Board strategy influenced ELS for learners with ASD. b) Establishing how Visual Support strategy influenced ELS for learners with ASD. c) Analyzing how Picture Icon strategy influenced ELS for learners with ASD. d) Assessing the extent Routine Cards influenced Expressive Language Skills (ELS) for learners with (ASD) in regular primary schools in Migori County. Researcher adopted Social Influence theory Mill (1790) in the study. Study local was regular primary schools educating learners with ASD in Migori County. Descriptive survey design was employed for this study. Target population of 395, comprising 120 teachers, 40 headteachers, 107 parents, 8 EARCs officers, 120 learners with ASD experiencing challenge in expressive language deficit. Purposive and simple Random sampling techniques were used to select 12 schools as a sample unit, 12 headteachers, 36 teachers, 36 learners with ASD, 32 parents/guardians,08 EARCs officers each from each sub-county, as it allows handpicking of responded based on specified criteria. Piloting was done in one of the regular primary school teaching learners with ASD within Rongo sub-County to determine the validity and reliability which yielded a coefficient of 0.750 that was used to assess the reliability. Data collection tools used were observational schedules and checklists for learners, Questionnaires for teachers and head teachers, interviews for parents. Themes and narrative were used to analyze qualitative data while quantitative data was analyzed using descriptive statistics and inferential statistics. The main findings of the study was that picture exchange communication system that is used is communication boards, visual supports and pictorial icons and except the use of routine cards influenced expressive language of learners with ASD in regular primary schools in Migori County, Kenya. Recommendations of the study included: Children are supposed to be introduced to the Communication Board by their parents so as to enhance their improvements on Expressive Language Skill (ELS). Teachers should enhance the usage of visual Support in the classroom as it has enabled learners with ASD to process language and understand new words. The use of Picture Icon in the classroom should be effectively executed as it enables learners with ASD to process language, it also enables learners with ASD to understand new words and learn specific activities
Reading Comprehension Ability Levels of Fourth Grade Learners With Dyslexia in Nairobi and Kiambu Counties, Kenya
(European Journal of Special Education Research, 2024) Kinyua, Miriam; Muthee, Jessina; Karia, Mathew
This study aimed to investigate the reading comprehension abilities of fourth-grade learners with dyslexia in Nairobi and Kiambu Counties. Guided by Chall's model of reading development, the research targeted 1,040 fourth-grade students with dyslexia from public primary schools. Purposive sampling was used to select 32 special needs teachers, while simple random sampling identified 166 learners with dyslexia, yielding a total of 198 respondents. Data was collected using the Dyslexia Screen Test Junior (DSTJ), document reviews, a classroom observation schedule, an interview schedule for teachers, and two comprehension tests. A pilot study was conducted in two special units, one in each county, to establish the reliability of the instruments, resulting in a Cronbach Alpha Coefficient of 0.82. Data was collected from special needs teachers of English and fourth-grade learners with dyslexia, along with a review of relevant academic documents. The collected data was categorized, coded, and analyzed using the Statistical Package for the Social Sciences (SPSS) version 21.0, employing both qualitative and quantitative techniques. Quantitative data was analyzed through frequencies and percentages, presented in tables, while qualitative responses were thematically organized according to the research questions and objectives. The findings revealed substantial challenges in reading comprehension among the learners. A majority (68.1%) exhibited only a literal comprehension level and struggled with basic decoding, while only a small percentage achieved interpretive (24.8%), critical (5.7%), and creative (1.4%) levels. The study also noted that many learners read slowly and repetitively to grasp the text. It was concluded that the difficulties experienced by learners with dyslexia in reading fluency, memory, and comprehension significantly hindered their ability to achieve proficient levels of reading comprehension. The study recommended tailored interventions to enhance both decoding skills and comprehension strategies, aiming to improve reading performance for dyslexic learners. These results may guide stakeholders in the Ministry of Education in implementing targeted interventions and offer a foundation for future research on effective strategies for teaching reading comprehension to students with reading impairments.
A Cross-Sectional Study on Interprofessional Practice of Health Professionals in Oropharyngeal Dysphagia Management among Acute-Care Inpatients in a Kenyan Level – Six, Research Hospital
(International Journal of Research and Scientific Innovation (IJRSI), 2025-08) Ndiema, Dalphine C.; Abuom, T.; Karia, M.; F., Robinson
Introduction: An Interprofessional Collaboration (IPC) practice approach to oropharyngeal dysphagia (OPD) management is vital to enhance the outcomes of patients with this condition. Effective practice requires health professionals (HPs) from different specialties to be involved in OPD management. This study assessed HPs’ involvement in OPD management in the acute-care facility (ACF) of a level-six research hospital in Kenya. Methodology: The study employed a descriptive, cross-sectional design. The target population comprised HPs from different work units (medical officers and specialists, nurses, nutritionists, physiotherapists, and Speech therapists-SLP/Ts) attending to inpatients in the hospital’s medical and surgical wards (ACF). A previously validated multiple-choice questionnaire was adapted and administered to a purposive sample of 16 HPs. The questionnaire assessed respondents in three involvement aspects: level of involvement, management considerations, and OPD traits for bedside swallowing safety. Responses to the questionnaires were entered into the Statistical Package for Social Sciences (SPSS) and then coded into quantitative values using appropriate scales. Frequencies, percentages, and means were used to summarize patterns in the dataset, while the independent samples t-test and one-way ANOVA were used to compare participants’ OPD involvement by their demographic and general characteristics. Tests of significance were at the 95% confidence level. Results: The majority (87.5%, n = 14) generally managed adult OPD inpatients, 75.0% (n = 12) had been in an OPD management team, and 81.3% (n = 13) referred inpatients with swallowing issues. The mean correctly matched management consideration items was 61.3% (SD = 17.08), showing moderate appropriate selection of OPD management considerations during practice. None of the selected demographic and general characteristics significantly influenced their choice of OPD management considerations (p > 0.05). On average, each participant matched 60.8% (SD = 16.12) of the bedside swallowing safety items correctly, suggesting that the sample had, on average, moderate appropriate considerations for bedside swallowing safety among OPD patients. None of these selected characteristics significantly influence the levels of bedside swallowing safety considerations among HPs. On a high positive, almost all HPs (93.8%, n = 15) demonstrated interest in further involvement in the care of OPD patients in their ACF. Recommendations: The hospital’s management should develop strategies to increase inter-professional collaboration among all HPs who should be involved in OPD management. Training programs to increase dysphagia awareness among the hospital’s HPs could help enhance their involvement in its management.
Teacher Perceptions as a Predictor of CBE Implementation in Kenya: A Case of Pre-Primary Schools in Migori County
(MRS Journal of Arts, Humanities and Literature, 2025-09) Nyakiti, Emily A.; Onga’ng’a, Hudson Ouko; Githinji, Wanjohi
Teacher perceptions significantly influence implementation of curricula. Competency-Based Education (CBE), in Kenya could not be any different. teacher ‘s positive perceptions that could stem, from adequate training, limited resources, and a clear understanding of the curriculum, can be associated with the successful or failure in CBE implementation. Conversely, negative perceptions, often linked to perceived inadequacies in training or resources, can hinder the process. This study explores the perceptions of pre-primary educators regarding the implementation of the Competency-Based Curriculum (CBC) in Kenya. With the CBC now making a paradigm shift from sheer nurturing of talent to the actual learning outcomes(use of the talents), understanding the views of early childhood educators of the same remains critical, as they serve as the foundation for lifelong learning. The research examines the extent to which pre-primary school teachers understand CBE principles, their preparedness, the resources available, and the opportunities and challenges they encounter during implementation. A qualitative research design was adopted, using interviews and focus group discussions with pre-primary teachers across selected public and private schools. Findings reveal a mixture of optimism and concern among educators -while many appreciate the learner-centered and skills-oriented approach of the CBE, they also report challenges related to limited training, insufficient instructional materials, and high teacher-pupil ratios. The study recommends targeted professional development, improved resource allocation, and supportive policy frameworks to enhance effective CBC implementation at the foundational level.
Public Pre-Primary School Teachers’ Use of Play as A Classroom Teaching Strategy: A Case of Bunyala, Busia County, Kenya
(Journal of Research Innovation and Implications in Education, 0202) Okello, Zachary A.; Kirimi, Josephine; Ong’ang’a, Hudson Ouko
Leveraging on Interactive Learning Pedagogy in Promoting School Readiness and Women Economic Engagement: Perspectives from the RCT Intervention Project in Tharaka Nithi County, Kenya
(INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS), 2025-03-28) Ong’ang’a, Hudson Ouko; Waudo, Judith; Onywere, Simon; Mwoma, Teresa; Mwangi, Margaret; Onditi, James
Women economic empowerment and school readiness of children cannot be distinctly separated. It is on this basis that Kenyatta University WEE in collaboration with other partners jointly are conducting an experiment on WEE and children’s holistic development including school readiness. The intervention experiment is conducted in Tharaka Nithi county to understand how early enrollment of 3-year-old children would promote children’s school readiness and enable their mothers to engage in income generating activities. This intervention is happening in 60 schools(treatment schools). A control group of 3-year old children from the catchment are also selected for comparison at the end of the intervention. Besides, the same number (5) of 4- year old pre-primary school one (PP1) were identified for the same reason. 4-year old children attend PP1 as per the government policy. The two categories will learn together using an enhanced curriculum, provided learning resources and use of interactive pedagogy. The children were enlisted during a baseline survey to identify families with eligible children for the experiment. Assessment of the children in terms of developmental milestones was done by the assessment team of psychologists using among others Debron-2 school-readiness kit. This paper presents some of the baseline results regarding the status of 4 and 3-year-old children’s school readiness skills. The findings allude to the differences in school readiness of the 3-year old children and the extent to which the can cope with schooling.
An evaluation of the influence of curriculum related documents on implementation of CBC in Mbeere South Sub-County pre-primary schools
(education@oapub.org, 2025) Musyoka, Ceciliar Lydia; Mugo, Juliet W.
The aim of this study was to evaluate the influence of curriculum-related documents on the implementation of CBC in Mbeere South Sub-County pre-primary schools. The Curriculum Implementation Theory by Gross (1971) directed the correlational research design study. Purposive sampling was used to select Mbeere South Sub-county, while simple random sampling was used to sample 11% (28) pre-schools/head teachers out of 254 and 11% (56) pre-primary school 1 and 2 teachers (PP1 and PP2) out of 508, or 1 per class in the sampled pre-primary schools, where questionnaires, interviews and observation schedules were employed to collect data. Validity of the research instruments was ensured through aligning all the research content with the study objectives, while the split-half technique was used to determine their reliability and Cronbach’s Alpha was used to correlate the study items at a coefficient of 0.7. Qualitative data was analysed thematically through narratives, and descriptive statistics such as frequencies and percentages were used to summarise quantitative data, while Chi-square was employed to test the null hypothesis: H01: There is a significant relationship between the availability of curriculum-related documents and the implementation of CBC in preschools in Mbeere South Sub-county. The findings of the study were presented in graphs, charts and tables. The study findings revealed that curriculum-related documents, namely class timetables, pupil attendance registers, schemes of work, lesson plans, records of the work covered, pupil assessment registers, and those of their socioemotional development, were not adequately maintained. Hence, the implementation of CBC with respect to the infusion of non-formal learning, the incorporation of modern and key issues in the learning process, and the conducting of formative as well as summative assessments were circumvented. Chi-square test results for H01 showed a statistically significant association between the availability of curriculum-related documents (p = .022 < .05) and the CBC implementation. The study thus concluded that the implementation of CBC was still below the expectation, which was attributed to infrequent use of class timetables, schemes of work, lesson plans and records of work. This study recommended that the Kenya Institute of Development should therefore intensify training for teachers to accelerate their capacity in terms of the appropriate use of teaching and learning resources, including the ICT course books and summative assessment.
Using Swahili and English to Test Explanations of Agrammatism
(Psychology press, 2011-05-25) Abuom, Tom O; Obler, Loraine K; Bastiaanse, Roelien
Background: This study is on time reference through verbs in two Swahili-English bilingual agrammatic speakers. Recent studies in several languages have shown that time reference through verb inflection, and more specifically through tense, is impaired in agrammatic speakers. Consequently, several theories have been proposed to account for this phenomenon. We explore three kinds of theories of agrammatism that are eligible to account for these data: (1) a deficit in Tense; (2) a deficit in Discourse Linking; (3) a Morphological-System deficit. Aims: The study investigated the patterns and degree of severity of time reference impairments in bilingual agrammatic speakers of Swahili and English. Production of past and future verb forms was examined in both languages to determine which of the explanations for verb inflection errors holds in bilingual agrammatic speakers. Methods & Procedures: A sentence completion test was developed in two languages to elicit sentence constructions that refer to the past and the future. This test was administered to two bilingual agrammatic speakers of Swahili and English and three age- and education-matched control participants. Outcomes & Results: The performance of the control participants on the two tests was perfect in both languages. Similarly, the two agrammatic speakers’ performance in Swahili as well as future tense in English was at ceiling. However, both agrammatic speakers had selective deficits in the production of English past tense. Conclusions: The discrepancy between the English and Swahili data cannot be explained by a syntactic or discourse linking theory. Only a morphological deficit in terms of number of possible candidates for a particular inflectional form fits with the data.
Production and Comprehension of Reference of Time in Swahili–English Bilingual Agrammatic Speakers
(Routlage, 2012-07-24) Abuom, Tom O; Bastiaanse, Roelien
Background: Several studies on time reference show that monolingual agrammatic speakers have difficulty producing and/or comprehending verb forms referring to past events or actions. The PAst Discourse LInking Hypothesis (PADILIH) has been formulated to account for this phenomenon (Bastiaanse et al., 2011). In the current study on bilingual aphasia we examine whether time reference problems, especially reference to the past, extend to both languages of bilinguals with agrammatic aphasia. The two languages, Swahili and English, have different verb morphology for expressing reference of time. Aims: The current study tested the production and comprehension of reference of time through verb morphology in two languages of Swahili–English bilingual agrammatic speakers. Methods & Procedures: A total of 13 agrammatic speakers and 13 non-brain-damaged individuals were tested using an adaptation of the Test for Assessing Reference of Time (TART; Bastiaanse, Jonkers, & Thompson, 2008; Swahili version: Abuom & Bastiaanse, 2010). Reference to the past, present, and future conditions were examined through a sentence-completion and a picture–sentence-matching task. Outcomes & Results: While the non-brain-damaged participants performed at ceiling in both languages, the agrammatic individuals’ performance showed a selective deficit of reference to the past on both comprehension and production tasks. A similar pattern was observed in the two languages in spite of the structural differences. Conclusions: The PAst Discourse LInking Hypothesis (PADILIH) was supported by these results. Furthermore it has been revealed that time reference deficits extend to both tested languages of bilingual speakers with agrammatic aphasia regardless of the structure of languages mastered pre-morbidly. The implications of these findings for the theories of bilingual agrammatism are discussed.
Teachers' Intervention Strategies and Social Interaction among Learners With Emotional and Behavioural Disorders in Selected Primary Schools, Nairobi City County, Kenya
(European Journal of Special Education Research, 2025) Nyabwengi, Faith Moraa; Karia, Mathew
This study aimed to explore the impacts of music therapy on the speech development of children at Nakuru Hills Special School, Nakuru, Kenya. The theoretical framework of the study included cognitive behavior theory and social-pragmatic theory. A quasi-experimental design was used to group the participants into two groups: the comparison group and the experimental group. The comparison group of learners with speech development disorders or problems received standard care or intervention, while the experimental group of learners with speech development disorders or problems received music therapy. The research population included special education teachers, special schools’ music teachers, and caregivers, as well as speech and language pathologists working at Nakuru Hills Special School and Kenyatta University. The sample consisted of 20 participants randomly selected from the sample population. The study utilized a mixed research approach to achieve and answer research objectives and questions, respectively. The qualitative and quantitative research approaches were applicable in the mixed methodology. Interview and survey instruments were used for data collection. Piloting of the research instruments was done at Njoro Special School because it has similar characteristics and is situated in the neighboring Sub-County of Njoro. Descriptive and inferential statistical analysis, was conducted in IBM SPSS version 26 using particulars gathered during the survey. Thematic analysis was used to analyze the interview data. Data collected from caregivers and speech therapists indicated significant progress in children's speech abilities following music therapy interventions. Key findings from the qualitative data revealed that caregivers observed noticeable enhancements in their children's articulation and vocabulary. The analysis using paired samples t-tests showed important changes in the scores from before and after the tests in different areas of speech development, such as saying single words, saying words in sentences, talking in conversations, writing sounds, and rhythm. Singing, instrument playing, and movement activities are key strategies in speech development. The study concludes that music therapy significantly enhances speech development in children with speech disorders at Nakuru Hills Special School. The study recommended that the Ministry of Education should establish explicit policies to incorporate music therapy into speech therapy programs in institutions with special needs, acknowledging its potential to improve speech development through child-centered and engaging approaches.
Assessing the Extent of Integration of Information Communication Technology in Rehabilitation Schools for Learners with Emotional and Behavioural Difficulties in Nairobi County, Kenya
(European Journal of Special Education Research, 2025) Grenzer, Psirmoi; Murugami, Margaret; Muthee, Jessina
The purpose of this study was to assess the extent of Integration of Information Communication Technology in Rehabilitation Schools for Learners with Emotional and Behavioural Difficulties in Nairobi County, Kenya. The Technology Pedagogy and Content of Knowledge (TPACK) model by Mishra and Koehler (2006) guided the study. A mixed-methods research design was employed. The study targeted 17 computer teachers and 114 learners with prior knowledge of ICT in two rehabilitation schools: Kabete and Dagoretti Girls. The researcher employed a purposive sampling technique to select teachers and 57 learners, translating into 66 participants. Data was collected using questionnaires for teachers and questionnaires for learners. The pilot study was done in a rehabilitation school in Kiambu County. Expert judgment was also used in the research instruments to enhance the validity. The reliability of the research instruments was calculated using Cronbach's Alpha, and the results showed that the teachers' and learners' questionnaires had correlation values of 0.81 and 0.79, respectively. The collected data were both qualitative and quantitative. The quantitative data were summarized in descriptive statistics using Statistical Package for Social Science (version 28.1). This involved summation, calculating frequencies and percentages, and determining the mean and standard deviation. Measures of central tendency helped show the trend, while measures of variance, such as standard deviation, helped show dispersion in the data. Qualitative data collected from the open-ended questions in the questionnaires were subjected to content analysis and were summarized thematically. The findings revealed that while a substantial percentage of teachers have received training in ICT, there are still significant gaps in the actual implementation and integration of these technologies in the classroom. The study revealed that teachers generally possess positive attitudes toward the use of ICT, recognizing its potential to enhance learning outcomes for students with emotional and behavioral disorders. The study concludes that the lack of adequate infrastructure, tailored training, and consistent administrative support are significant barriers that need to be addressed to fully realize the potential of ICT in enhancing the learning experiences of students with emotional and behavioural disorders. It was recommended that the Ministry of Education, in collaboration with other stakeholders, prioritize resource allocation to rehabilitation schools to ensure adequate access to ICT infrastructure.
An Evaluation of Parent-Implemented Intervention Measures for Speech and Language Delay among 3-5 Years Old in Nairobi City County, Kenya
(European Journal of Special Education Research, 2025) Asamba, Francine; Karia, Mathew
The study aimed to evaluate home factors for intervention of speech and language delay among children aged 3-5 years in Kawangware, Nairobi City County, Kenya. The study was guided by the theory of human development presented in Bronfenbrenner's Bio Ecological Model. A descriptive research design was adopted in the study. The focus of the study was on 30 children between ages 3-5 who are speech and language delayed and their parents from Riruta Holy Ghost Mission Special School and Dagoretti Muslim primary school. The study employed a purposive sampling technique. A pilot study was carried out at Kawangware Primary School to determine the reliability and validity of research instruments. The information was collected by interviewing parents. The data collected was analyzed using both quantitative and qualitative methodologies. The analysis revealed varying levels of parental awareness regarding speech and language delay. While some parents recognized signs such as articulation problems and difficulty following directions, others demonstrated uncertainty or limited understanding. A significant proportion of parents (71.4%) had heard of speech therapy, indicating a moderate level of awareness. However, awareness of local services offering speech and language therapy was relatively low, with only 42.9% of parents being aware of such services. Multivariate analysis of the study revealed significant associations between parental knowledge, intervention measures, and speech development outcomes among children with speech and language delay in Kawangware, Nairobi City County. It was concluded that parent-implemented speech and language intervention measures play a crucial role in improving communication skills among children with speech and language delays. Therefore, it is recommended that future intervention efforts in the study area prioritize parental training and support to enhance the effectiveness of speech and language interventions. Additionally, collaboration between professionals and parents should be encouraged to ensure comprehensive and holistic support for children with speech and language delays in Kawangware, Nairobi City County. Administrators should collaborate with healthcare providers and community organizations to provide outreach programs and educational workshops for parents.
Mechanisms Through which Lordotic Posture Affects Learners with Cerebral Palsy’s Speech Production Ability in Nairobi City County, Kenya
(Journal of Popular Education in Africa, 2025-03) Ochieng, Hillary Otieno; Ogogo, Joyce Achieng
The purpose of the study was to investigate mechanisms through which Lordotic Posture affects learners with cerebral palsy’s speech production ability in Nairobi City County, Kenya. The research focused on how different postures influence muscle coordination, stiffness, and breathing, which in turn affect speech production, particularly in the mouth, neck, and facial muscles. The research was guided by the myoelectric-aerodynamic theory of voice production, identifying posture as the independent variable and speech production as the dependent variable. A cross-sectional research design was employed, incorporating a review of relevant literature on posture and speech production in children with Cerebral Palsy (CP). The research involved 296 children aged 2 to 10 years diagnosed with (CP) and four paramedics, totaling 300 participants. A combination of systematic and random sampling techniques was utilized to choose the study population. To ensure the accuracy and consistency of the findings, the study measured validity and reliability using Cronbach's alpha and Kappa coefficients. Data were analyzed using SPSS software and presented in tables, charts, and frequency distributions. Participation in the study was voluntary, and all participants were assured of confidentiality and anonymity. The findings indicated that specific postural conditions significantly impact speech production. The study identified that improper posture influences phonation by altering breathing patterns and vocal structure positioning. On the basis of these findings, some recommendations were provided.
Insecticide Resistance and Its Intensity in Urban Anopheles Arabiensis in Kisumu City, Western Kenya: Implications for Malaria Control in Urban Areas
(BMJPH, 2024-11) Ndiema, Dalphine Chebet; Abuom, Tom O.; Karia, Matthew
Introduction The complex, multifaceted nature of oropharyngeal dysphagia calls for all health professionals to be aware and involved in its management. Drawing on the WHO’s Interprofessional Collaboration model, this study assessed the implications of health professionals’ awareness and involvement in the management of oropharyngeal dysphagia among inpatients in the acute care facility of a national (level-six) hospital in Kenya. The research questions were (1) what roles do health professionals play in the management of oropharyngeal dysphagia among adult inpatients in the acute care facility of a Kenyan national hospital? (2) what implications do health professionals’ awareness and involvement in oropharyngeal dysphagia management have on the outcomes of inpatients in the acute care facility of a Kenyan national hospital diagnosed with this condition? Methods This study adopted a cross-sectional, descriptive design. Data collection involved semistructured interviews with 15 health professionals handling dysphagia inpatients in the facility. The resulting data were transcribed verbatim, analysed thematically and presented through narrations. Results The analysis revealed that health professionals perform several oropharyngeal dysphagia management roles that fall into two broad complementary categories: those contributing directly to oropharyngeal dysphagia management and those supporting patients with the condition. However, some participants were uncertain of their roles in dysphagia management. The analysis also identified several potential implications of health professionals’ awareness/non-awareness and involvement/non-involvement in oropharyngeal dysphagia management. The implications were grouped into three themes: patient outcomes, professionalism and the healthcare system. Conclusions Increased involvement of all health professionals in the facility in oropharyngeal dysphagia management may result in improved patient outcomes and professionalism. As a recommendation, the hospital’s management should implement programmes emphasising holistic collaboration among health professionals working in its acute care facility to facilitate oropharyngeal dysphagia management and enhance patient outcomes.
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.

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