Implementation of Individualized Educational Plan and Academic Achievement of Students in Ngala Secondary School for the Deaf, Nakuru County, Kenya

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dc.contributor.advisorBEATRICE BUNYASI AWORIen_US
dc.contributor.advisorFRANCISCAH IRANGI WAMOCHOen_US
dc.contributor.authorNellah, Kipyegon Jebet
dc.date.accessioned2023-02-13T08:02:28Z
dc.date.available2023-02-13T08:02:28Z
dc.date.issued2022
dc.descriptionA Research Thesis Submitted in Partial Fulfillment of the Requirements for the Award of Degree of Masters of Education in (Special Needs Education) of the School of Education of Kenyatta Universityen_US
dc.description.abstractIndividualized educational plan is a learner centered instructional program developed by a multidisciplinary team to meet the academic needs of each learner in school. This study assessed the implementation of individualized educational plan (IEP) and academic achievement of students at Ngala Secondary School for the Deaf in Nakuru County, Kenya. The study focused on strategies used in IEP, effect of IEP and academic achievement and the challenges faced during its implementation. Data was collected from a target population of ninety-eight students, thirteen teachers and one administrator through purposive and stratified random sampling techniques. Purposive sampling was used on school administrator and teachers to select all the 13 teachers and 1 school administrator. On the other hand, stratified random sampling used to select a total of 24 students. The study sample comprised of 24 students, 13 teachers and 1 administrator leading to a total of 38 respondents. The research instrument included the use of questionnaires, interview schedules and document analysis. A pilot study was conducted at Kedowa Secondary School for the Deaf to enhance reliability and validity of the research instruments. Quantitative data were cleaned, labelled, coded, entered into a computer and organized using Statistical Package for Social Sciences (SPSS) version 30. Quantitative data were analyzed statistically using descriptive statistics such as percentages and frequencies. The analyzed data were presented using tables, bar-graphs and pie-charts. Qualitative data collected were grouped into different themes, presented as a narrative and discussed based on the objectives of the study. Findings revealed that many teachers who participated in the study identified students in the beginning of their first years in Special Schools, there was a positive effect of IEP and learner‟s academic achievement. However, teachers noted that implementation of IEP for students with HI would slow learning since it takes long procedures and more time. Findings showed that the major challenge towards implementation IEP was lack of adequate teaching and learning resources. The study concluded that there was a significant relationship between IEP implementation in class and academic achievement of the students if adequately implemented based on time and resources. The study recommended that the Ministry of Education and other stakeholders should help acquire adequate resources for the students with hearing impairment.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/24759
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.subjectIndividualized Educational Planen_US
dc.subjectAcademic Achievementen_US
dc.subjectStudentsen_US
dc.subjectNgala Secondary School for the Deafen_US
dc.subjectNakuru Countyen_US
dc.subjectKenyaen_US
dc.titleImplementation of Individualized Educational Plan and Academic Achievement of Students in Ngala Secondary School for the Deaf, Nakuru County, Kenyaen_US
dc.typeThesisen_US
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