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

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dc.contributor.authorMaina, Hannah Njeri
dc.contributor.authorMuthee, Jessina
dc.contributor.authorMurungi, Catherine Gakii
dc.date.accessioned2021-02-19T07:13:22Z
dc.date.available2021-02-19T07:13:22Z
dc.date.issued2018
dc.descriptionA research article published in Journal of Culture, Society and Developmenten_US
dc.description.abstractThe 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 .en_US
dc.identifier.citationMaina, H. N., & Murungi, J. M. C. G. Determinants of Graduation Readiness for Learners with Intellectual Disability in Nakuru County, Kenya.en_US
dc.identifier.issn2422-8400
dc.identifier.urihttps://iiste.org/Journals/index.php/JCSD/article/view/41108
dc.identifier.urihttps://iiste.org/Journals/index.php/JCSD/article/view/41108/43533
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/21547
dc.language.isoenen_US
dc.publisherInternational Knowledge Sharing Platformen_US
dc.subjectAdolescenten_US
dc.subjectAdulten_US
dc.subjectCurriculumen_US
dc.subjectEducationen_US
dc.subjectIntellectual disabilityen_US
dc.subjectMental retardationen_US
dc.subjectLearner with intellectual disabilityen_US
dc.subjectSpecial schoolen_US
dc.subjectTransitionen_US
dc.subjectVocational skillsen_US
dc.titleDeterminants of Graduation Readiness for Learners with Intellectual Disability in Nakuru County, Kenya.en_US
dc.typeArticleen_US
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