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dc.contributor.authorMugambi, Mercy K.
dc.date.accessioned2012-11-07T11:58:16Z
dc.date.available2012-11-07T11:58:16Z
dc.date.issued2012-11-07
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/5967
dc.descriptionSpecial Needs Education Department: 69p. The HV 1646 .M8 2012en_US
dc.description.abstractThis study investigated the problems the teachers encountered in integrating students with visual impairment. The study sought to find out whether teachers were adequately trained to teach students with visual impairment. It also investigated the problems the teachers faced in adopting the syllabus for students with visual impairment. It investigated whether teachers were guided on how to teach students with visual impairment. The study also sought to find out the opinion of teachers towards the integration of the learners with visual impairment into the mainstream. The locale for the study was Moi Girls' School, Nairobi where there was integration programme. The institution is in Nairobi province where there is integration programme of students with visual impairment and is the most prominent with the highest number of students with visual impairment in Nairobi. The school is easily accessible in terms of distance from the city center and is one of the pioneer schools to implement the programme of integration in Nairobi. The data for the study was collected using a questionnaire to investigate challenges the teachers faced in teaching students with visual impairment in integrated schools. The study targeted the teachers at Moi Girls' School Nairobi. A purposive random sampling technique was applied to identify the teachers. Forty-seven teachers were selected from the school whereby 25 of them were female while 22 were male. This was a sample taken from 63 teachers teaching in the institution. The data was collected, coded and summarized on the basis of the objectives of the study. The analysis and results were presented through tables. The theory that guided the study was normalization theory. The argument behind it is that a child with whatever kind of disability can live a normal life if given all kind of support just like any other normal child. Test-retest technique was used to test the reliability of the research instrument. The study found out that the specialized facilities were limited. It also found out that teachers teaching students with visual impairment lacked support from the school administration. Recommendations were made based on the research findings. It was recommended that Ministry of Education help in construction of specialized facilities for use by students with visual impairment. It also recommended that Kenya Institute of Education prepare more teaching materials in line with the current trend in the field of teaching students with visual impairment. It also recommended for more in-service courses, workshops and seminars to keep the teachers abreast with current trend in the area of teaching learners with visual impairment.en_US
dc.language.isoenen_US
dc.subjectBlinden_US
dc.subjecteducationen_US
dc.subjectKenyaen_US
dc.subjectNairobien_US
dc.subjectVisually handicappeden_US
dc.titleChallenges facing Teachers in Teaching students with Visual Impairement in an Integrated School: A study of Moi Girl's school, Nairobien_US
dc.typeThesisen_US


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