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dc.contributor.authorMpaku, Mukire Julius
dc.date.accessioned2020-10-12T08:48:59Z
dc.date.available2020-10-12T08:48:59Z
dc.date.issued2019-10
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/20566
dc.descriptionA Research Thesis Submitted in Partial Fulfilment of the Requirements for the Award of the Degree of Master of Education (Special Needs Education) in the School of Education of Kenyatta University, October, 2019en_US
dc.description.abstractThe purpose of this study was to investigate the impact of management strategies on inclusion of learners with hearing impairment in regular primary schools in Tharaka Nithi County. The objectives of the study were to; establish the level of training of education managers on special needs, establish the number of managers trained on special needs identify inclusion placement options and models for learners with hearing impairment in regular primary schools, investigate the effectiveness of management strategies in implementation of inclusion of learners with hearing impairment in regular primary schools and analyzing challenges faced in implementing managements strategies for inclusion of learners with hearing impairment in regular primary schools. The study used management theory founded by Henly Fayor on management functions and process. The theory was important for the study because it examined how the managers in regular primary schools carried out the various functions to ensure that there is inclusion in their schools. Descriptive research design was used. The target population was education managers from Tharaka North Sub County in Tharaka Nithi County. The study used a sample of Eighteen (18) managers out of target population of sixty. Simple randomly selected twelve (12) managers were from regular schools without special units while purposive sampling of three managers from schools with special unit and three education managers from Sub county office. Questionnaire was used for managers in regular primary schools without special unit while interview guide was used for managers with special unit and from Sub county education office. Pilot study was conducted where the results from two instruments were compared through criterion related validity to test reliability and validity of the instruments. Data was collected through mixed research design, (Qualitative and Quantitative approach). In qualitative, data was coded and thematically presented while Quantitative data was .analyzed through use of Statistical Package for Social Sciences (SPSS) and then presented through use of charts and frequency tables. The finding from the study revealed that there were few managers trained to handle learners with hearing impairment, inadequate training of managers on sign language which is medium of instructions for learners with hearing impairment. Placement options and models for learners with hearing impairment were inadequately used .The role of managers were underperformed as most of them were not conversant with inclusion of learners with hearing impairment in their schools, Challenges noted to threaten inclusion of learners with hearing impairment in regular school were; low qualification of some managers to perform management roles,, communication barriers, In adequate in-service seminars and workshop for education managers to get knowledge of using sign language, monitoring and evaluating on inclusion from national level to the primary level. The conclusion of the study was that managers have not been able to implement strategies for inclusion of learners with hearing impairment in regular primary hence making inclusion of learners with hearing impairment nonfunctional The main recommendation of the study is that sign language be made compulsory and examinable at all level of learning while managers should be degree holder and trained in sign language.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.subjectManagement Strategiesen_US
dc.subjectHearing Impairmenten_US
dc.subjectPrimary Schoolsen_US
dc.subjectTharaka Nithi Countyen_US
dc.subjectKenyaen_US
dc.titleImpact of Management Strategies on Inclusion of Learners with Hearing Impairment in Regular Primary Schools in Tharaka Nithi County, Kenyaen_US
dc.typeThesisen_US


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