Determinants of Graduation Readiness for Learners with Intellectual Disability in Nakuru County, Kenya.

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Date
2018Author
Maina, Hannah Njeri
Muthee, Jessina
Murungi, Catherine Gakii
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The purpose of the study was to investigate graduation readiness and employment of graduates with intellectual
disability from special schools of Nakuru County, Kenya. 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 teachers and parents of learners with intellectual disability in public schools.
This consisted of a total of two hundred and twenty eight respondents where there were 2 Head teachers, 30
teachers, and 196 parents. The sample consisted of thirty two (2 head teachers, 10 teachers and 20 parents) for
the study. The researcher conducted a purposive sampling of schools and head teachers and simple random
sampling of the teachers and parents for equal chances of inclusion in the sample. The quantitative data
collected was analyzed using simple descriptive statistics by percentages. The main findings were that there was
gradual imparting of skills for learners with intellectual disability though they were promoted to the next level
having not fully mastered the content of the previous level due to inadequate teaching and learning resources.
The employers do not understand and appreciate the graduates with intellectual disability thus rarely employing
them. The study recommends that the government through the Ministry of Education, Science and Technology
pay attention to graduation 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 graduation. The study recommends another study be done to investigate government’s involvement in
facilitating graduation readiness of the learners with special needs and disability in the special schools .
URI
https://iiste.org/Journals/index.php/JCSD/article/view/41108https://iiste.org/Journals/index.php/JCSD/article/view/41108/43533
http://ir-library.ku.ac.ke/handle/123456789/21547