Job Preparedness Constrains among 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.accessioned2019-04-18T09:00:32Z
dc.date.available2019-04-18T09:00:32Z
dc.date.issued2018
dc.descriptionResearch Articleen_US
dc.description.abstractThe purpose of the study was to investigate preparedness of learners with intellectual disability for transition from special schools to work in 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 transition from school to work in the special schools is not given much attention hence having over aged learners in the school. The study also found out that lack of a inter disciplinary transition teams in the schools and inadequate teaching and learning resources aimed at preparing the learners for life after school hindered proper preparation of the learners for transition. The study recommends that the government through the Ministry of Education, Science and Technology, pay attention to the current and future needs of learners with intellectual disability to enable them prepare to join the world of work with ease. The major conclusion is that the learners with intellectual disability are inadequately prepared for the world of work after their education. The study recommends another study be done to investigate government’s involvement in facilitating job preparedness for learners with special needs and disability in the special schools Key words: Adolescent, Adult, Curriculum, Education, Intellectual disability, Mental retardation, Learner with intellectual disability, Special school, Transition, Vocational skillsen_US
dc.identifier.citationResearch on Humanities and Social Sciences, www.iiste.org. Vol.8:4, 2018.en_US
dc.identifier.issn22245766
dc.identifier.issn22250484
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/19445
dc.language.isoenen_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.titleJob Preparedness Constrains among Learners with Intellectual Disability in Nakuru County, Kenyaen_US
dc.typeArticleen_US
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