Challenges facing transition of learners with intellectual disability from special schools to work in Nakuru County, Kenya.
Maina, Hannah N.
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The purpose of the study was to investigate what determines transition of the learners with intellectual disability from special schools to work. The objectives of the study were to find out transitions plans in curriculum, investigate preparedness of the learners with intellectual disability for transition, find out what determines graduation readiness; and establish the engagement of the learners with intellectual disability by the employers after their training. The researcher adopted the Piaget’s theory that deals with the nature of knowledge itself and how human beings acquire, construct, and use it. The study was conducted at Nakuru Hills and Pangani special schools for the learners with intellectual disability in Nakuru County. The target population was two hundred and twenty eight (2 Head teachers, 30 teachers, and 196 parents) where thirty two (2 head teachers, 10 teachers and 20 parents)were sampled for the study. The researcher conducted a purposive sampling of schools as well as the head teachers and simple random sampling of the teachers and parents for equal chances of inclusion in the sample. Piloting was conducted at Njoro special school for the learners with intellectual disability. The researcher used questionnaires to collect data. The researcher administered the research instruments to the respondent by visiting the sampled schools. The quantitative data collected was analysed using simple descriptive statistics by percentages. The main findings were that transition from school to work in the two special schools is not given much attention hence having over aged learners in the school, inadequate teaching and learning resources aimed at preparing the learners for life after school, majority of the teachers teaching in this schools are not specially trained in the area of intellectual disability and lack of a inter disciplinary transition teams in the schools. The study recommends that the government through the ministry of education should pay attention to the current and future needs of learners with intellectual disability to enable them transit from school to work with ease. The major conclusion is that the learners with intellectual disability are inadequately prepared for transition. The study recommends another study be done to investigate government’s involvement in facilitating transition of the learners with special needs and disability in the special schools