Effects of Curriculum on Transition to the World of Work for Learners with Intellectual Disability in Special Schools of Nakuru County, Kenya
Loading...
Date
2018
Authors
Maina, Hannah Njeri
Muthee, Jessina
Murungi, Catherine Gakii
Journal Title
Journal ISSN
Volume Title
Publisher
Academic Hosting & Event Management Solutions
Abstract
The purpose of the study was to investigate transition plans in the curriculum of learners with intellectual
disability in special schools in 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 a curriculum
existed though with inadequate teaching and learning resources aimed at preparing the learners for life after
school, majority of the teachers teaching in those schools were not specially trained in the area of intellectual
disability and lacked an inter disciplinary transition teams in the schools. The study recommends that the
government through the Ministry of Education, Science and Technology, pay attention to 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
Description
Research Article
Keywords
Adolescent, Adult, Curriculum, Education, Intellectual disability, Mental retardation, Learner with intellectual disability, Special school, Transition, Vocational skills