Transitional curriculum and community involvement as predictors of independent living among learners with intellectual disability in Muranga and Kiambu counties, Kenya

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dc.contributor.authorMakumi, Mary Wangui
dc.contributor.authorKarugu, Geoffrey
dc.contributor.authorRuno, Mary
dc.contributor.authorMuthee, Jessina M.
dc.date.accessioned2022-01-12T08:01:49Z
dc.date.available2022-01-12T08:01:49Z
dc.date.issued2021
dc.descriptionJournal article in European Journal of Education Studiesen_US
dc.description.abstractSuccessful transition from school to the community for learners with intellectual disability is important in laying foundation for independent living. The opportunity to acquire a quality education that would result to successful transition to the community leading to living satisfying and independent life is of great importance to any young person with intellectual disability. The specific objectives of the study were examining the transition curriculum offered to learners with intellectual disability and evaluating the community involvement in the planning for transition of learners with intellectual disability. The study adopted descriptive research design, which utilized both quantitative and qualitative research approaches. Target population was 239 head teachers, 405 special needs education teachers, 1,200 young adults in school, 600 young adult graduates and 199 opinion leaders a total of 2,643 in 9 special schools and 230 special units while the sample size was 278. Respondents comprising head teachers, teachers, young adults with ID and opinion leaders were selected using purposive sampling and simple random sampling techniques. Questionnaires and interview guides were used to collect data. The study established that the curriculum offered in most of the special schools and units would prepare learners with intellectual disability to lead an independent life though, a significant proportion disagreed that they were taught how to apply and maintain employment. Availability and retention of teachers, provision of teaching and learning materials and classification of pupils according to ability were identified as major factors hindering full implementation of the curriculum to learnersen_US
dc.identifier.issn2501-1111
dc.identifier.otherDOI: http://dx.doi.org/10.46827/ejes.v8i7.4032
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/23100
dc.language.isoenen_US
dc.publisherOpen Access Publishing Groupen_US
dc.subjectindependent livingen_US
dc.subjectCommunity preparednessen_US
dc.subjectTransition and intellectual disabilityen_US
dc.titleTransitional curriculum and community involvement as predictors of independent living among learners with intellectual disability in Muranga and Kiambu counties, Kenyaen_US
dc.typeArticleen_US
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