Integration of the Visually Impaired: The Case of Voice Training in Kenyatta University

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dc.contributor.advisorAkuno, Emily Achieng
dc.contributor.advisorTipton, C.
dc.contributor.authorOkeyo, D. A.
dc.date.accessioned2014-06-06T11:23:12Z
dc.date.available2014-06-06T11:23:12Z
dc.date.issued2002
dc.descriptionDepartment of Music Performance and Education, 94p. The LB 1507 .O45 2002
dc.description.abstractThis study investigated the integration of the visually impaired students particularly those training in voice. The study sought to: a) Identify the strategies employed by lecturers in voice training of the visually impaired. b) Determine how the strategies differ from those employed with the sighted students. c) Identify the activities visually impaired and students engage in to ensure the learning of a song. d) Outline how the lecturers' teaching strategies and students learning activities are integrated to ensure maximum benefit to the visually impaired students. The study targeted the voice-training lecturers, visually impaired and sighted voice students. The simple random sampling was used in selecting those that participated in the study. A total of 11 lecturers and 39 students participated in the study. Data was collected using three types of tools questionnaires, interview schedule and observation schedule. Interviews were recorded using a cassette tape recorder.Information from the interviews and the observation schedules were tabulated. The data analyzed using frequency tables and percentages. This revealed patterns, which described the level of integration of the visually impaired. The major findings of the study revealed that lack of proper teaching and learning activities, and methods like listening to the recorded excerpts acted as an impediment to effective teaching of voice. Inadequate time and regular training also lead to the lagging behind of voice students particularly the visually impaired. In light of these findings, recommendations for improvement and further course of action by appropriate authorities included: a) More time should be allocated for lecturer-student contact. b) Learning activities beyond lecture hour should be engaged in to enhance concept assimilation and skill development, for example, participation in group singing, choirs/ensembles and own practice with or without accompaniment. c) Training of music lecturers to handle visually impaired students and also to update music skills. d) Curriculum should be developed for voice as an instrument with graded teaching and learning material. Expansion of resources and provision of specialized material for the visually impaired students also to be included.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/9830
dc.language.isoenen_US
dc.subjectEducation, Primary--Evaluation
dc.subjectSchool improvement programs--Kenya
dc.subjectEducation, Primary--Aims and objectives
dc.titleIntegration of the Visually Impaired: The Case of Voice Training in Kenyatta Universityen_US
dc.typeThesisen_US
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