Determinants of Pace of Learning For Learners With Visual Impairments at St. Francis School For The Blind, Pokot County, Kenya
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Date
2015
Authors
Reuben, Y.
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
The aim of this study was to identify the pace of learning for learners with visual impairment in St. Francis School for the Blind in Pokot County. The study adopted a case study research design that used the mixed method that utilized both qualitative and quantitative techniques. The target population comprised learners with visual impairment (VI), teachers and the school headteacher, total of 170 participants. A sample size of 35.30% of the total population was used. The headteacher and the teachers were purposively selected, while random sampling was used to select the learners with visual impairment. Structured questionnaires, interviews and observational schedules were used to collect data. The research instruments were pretested to establish their validity and reliability using the expertise of university supervisors. The qualitative data collected were analyzed in themes, while quantitative data were analyzed fully by using the descriptive statistics and, coded in statistical package for social sciences (SPSS). The findings indicated that more extra time was required to enable learners with visual impairments to complete academic tasks and the learners to be taught at a slower pace because of having diverse needs. Due to visual challenges they complete schooling later than the sighted, as their academic transitional ladder was hindered by determinants brought by severity of visual loss; therefore, they end up repeating classes. The teachers teaching learners reiterated that there was no content coverage due to the learners pace of learning. Therefore, the study recommended that the field officers had to do early screening for appropriate referrals and placement. Also, the Kenya Institute of Education to slot in clearly extra time in the time-table and even to come up with a Special a Needs Education syllabus rather than relying on the regular one. Likewise, the Teachers‟ Service Commission to reduce the teacher- learner ratio from 1:15 to 1:5 in order for a teacher to assist a learner with visual impairment effectively
Description
Department of Special Needs Education, 86p. 2015