Exploring setbacks of developing individualised education program for learners with physical disabilities and hearing impairments in Kiambu County, Kenya
Waithaka, Cecilia Njeri
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The study explored setbacks hindering development and use of IEP in two categories of special schools Joy town school for learners with physical handicaps and Kambui special school for learners with hearing impairments in Kiambu county. Descriptive survey design was used and purposive sampling technique to sample schools and sample size. Data was gathered according to the objectives of the study and subjected to descriptive measures and presented inform of percentages, frequency tables, bar graph and pie chart. The finding indicated that majority of the teachers from both special schools were trained ranging from diploma to masters in special needs educations, but they were inadequate. Majority of the teachers more than half from both schools felt that disabilities of the learners had effect on learning. More than half of the teachers from both schools indicated that the learning environment was not adequately adapted. Facilities and equipment were adequate but old. Head teachers’ support was inadequate according to three quarters of the teachers from both schools. Although both head teachers indicated that the schools involved parents in learning activities of their children, more than half of the teachers refuted involving parents. They indicated that parents were uneducated, ignorant, and poor that is why they were not involving them. Teachers who involved parents as they rated their support as inadequate supported this. The study also revealed that provision of related services were inadequate in both special schools as indicated by both head teachers and more than half of the teachers from the two special schools. The results revealed that teachers in both special schools were not developing IEP hence learners individual learning needs were unmet. Hence, the researcher recommended that head teachers and teachers be inspected frequently, in serviced regularly and increased to reduce teacher- pupil ratio. Parents sensitised on importance of participating in their children education.