Monitoring Strategies Teachers of English Use with Visually Impaired Learners in Integrated Schools in Nairobi City County, Kenya
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Date
2024-06
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Publisher
Kenyatta University
Abstract
This study explored monitoring strategies teachers of English use with learners with visual
impairment (LWVI) in integrated secondary schools in Nairobi City County, Kenya. English
contains concepts that build on each other, underscoring the need to understand initial ideas as
a foundation for comprehending subsequent concepts. Thus, the study was based on Lev
Vygotsky’s Cognitive Development Theory (1934). The study objective was to identify
monitoring strategies. Learners' performance in English was the dependent variable, while
progress monitoring was the independent variable. The researcher sampled sixty-four
participants in two schools including deputy principals, teachers of English and Heads of
Department (HoD), LWVI, and regular learners. Simple random sampling was used to select
participants from among learners, while purposive sampling was used to select teachers. As a
qualitative research, data was collected through interviews, observation, and focus groups. The
researcher used thematic analysis by coding the data into subsets to capture the major themes.
The results revealed that verbal communication and use of sighted deskmates were
predominantly used to monitor progress due to the teachers’ incompetence in braille. The
following recommendations were drawn from these inferences: The Teachers Service
Commission (TSC) should employ SNE-trained teachers in integrated schools, and the Kenya
Institute of Curriculum Development (KICD) should provide braille learning materials.
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Citation
Owino, A. R. F., Nzoka, S., & Wambiri, G. (2024). Monitoring Strategies Teachers of English Use with Visually Impaired Learners in Integrated Schools in Nairobi City County, Kenya. Journal of Education, 4(6), 10-17.