Challenges of Development and Implementation of Individualized Education Programme by Teachers of Learners with Intellectual Disabilities in Kisumu and Nairobi Counties, Kenya

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dc.contributor.authorOlewe-Nyunya, Alice A
dc.contributor.authorWamocho, Franciscah I.
dc.contributor.authorWa Munyi, Joel M. S.
dc.date.accessioned2021-09-24T09:30:53Z
dc.date.available2021-09-24T09:30:53Z
dc.date.issued2020
dc.descriptionA research article published in International Journal of Research and Innovation in Social Science (IJRISS)en_US
dc.description.abstractThis was a descriptive study which sought to explore the challenges encountered by teachers of learners with intellectual disabilities in schools and units in Kisumu and Nairobi counties, Kenya. The sampling techniques in this study were purposive sampling and stratified random sampling. The sample size constituted of 9 special schools, 41 units, 9 head teachers and 105 teachers. Mixed methods were used to collect data. The questionnaire and observation schedule. The research instrument used were questionnaires with Likert scale of 1 – 5 (1 – Strongly disagree, 2- disagree, 3 undecided, 4 agree, 5 strongly agree) was used to collect the data after which statistical package for social science (SPSS) software version 22 was used to analyze the data. Quantitative data from the questionnaire with Likert scale was analyzed using descriptive statistical analysis. The major findings of this study were the challenges encountered by teachers in developing and implementing IEP for learners with intellectual disabilities. They included the following: Lack of adequate teaching aids, absenteeism of learners, lack of cooperation from parents, limited time for meeting of multidisciplinary team, lack of teaches confidence in developing and implementing IEP, lack of administrative support, lack of financial resources for communication and lack of adequate time to implement the IEP. This study recommended that teachers should have adequate teaching aids. They need to be confident in developing and implementing IEP. The cooperation from parents is required and is necessary for proper development and implementation of IEP. More time is needed by teachers in developing and implementing IEP with learners with intellectual disabilities.en_US
dc.identifier.citationInternational Journal of Research and Innovation in Social Science (IJRISS) vol 4, Iss, January 2020en_US
dc.identifier.issn2454-6186
dc.identifier.urihttps://www.rsisinternational.org/journals/ijriss/Digital-Library/volume-4-issue-1/227-230.pdf
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/22650
dc.language.isoenen_US
dc.publisherInternational Journal of Research and Innovation in Social Science (IJRISS)en_US
dc.subjectIntellectual disabilityen_US
dc.subjectIndividual Education Programmeen_US
dc.subjectDevelopmenten_US
dc.subjectImplementationen_US
dc.subjectChallengesen_US
dc.titleChallenges of Development and Implementation of Individualized Education Programme by Teachers of Learners with Intellectual Disabilities in Kisumu and Nairobi Counties, Kenyaen_US
dc.typeArticleen_US
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