Department of Special Needs Education and Rehabilitationhttps://repository.maseno.ac.ke/handle/123456789/392024-03-29T00:25:45Z2024-03-29T00:25:45ZInfluence of selected determinants on performance in English grammar among class seven profoundly deaf learners in primary schools for the deaf in the lake region, KenyaAKOTH, Rosemary Oketchhttps://repository.maseno.ac.ke/handle/123456789/56772023-04-28T06:44:52Z2022-01-01T00:00:00ZInfluence of selected determinants on performance in English grammar among class seven profoundly deaf learners in primary schools for the deaf in the lake region, Kenya
AKOTH, Rosemary Oketch
English language is one of the key subjects in career development and is a compulsory subject in both primary and secondary schools’ curriculum in Kenya. Performance of learners who are deaf in English language in Kenya Certificate of Primary Education (KCPE) has persistently been below average. In the years 2013 – 2017, learners who are deaf registered 28.2 as the highest mean score which is grade ‘D’. The purpose of this study was to determine the influence of selected determinants on performance in English Grammar among class seven learners who are profoundly deaf in six primary schools in Lake Region. The objectives of the study were to determine the influence of: language of instruction, teaching and learning resources, teaching and learning strategies and learners’ attitude on performance in English grammar among learners who are profoundly deaf. The target population consisted of six Head teachers, 30 teachers, and 80 learners who are profoundly deaf in class seven from six Primary Schools in the Lake Region. The study used saturated sampling technique to select five Head teachers, 27 teachers of English language and purposive sampling to select 72 learners who are profoundly deaf in class seven. A pilot study was done using 10% of the population of Head teachers, teachers and learners. A conceptual framework was used to show the interaction between independent, dependent and intervening variables. The instruments for the research included questionnaire for learners, interview schedule for Head teachers and teachers, an observation schedule and an English grammar test. Face and content validity of the instruments was determined by experts in the area of SNE. Reliability of the instruments was ascertained through a pilot study using test re-test method. The reliability coefficient for language of instruction was 0.74, teaching and learning resources was 0.79 and teaching and learning strategies was 0.83. Instruments were deemed reliable since the co-efficient for all instruments were above the acceptable value of 0.7, p< .05. Quantitative data was analyzed using descriptive statistics such as means, frequency counts and percentages, inferential statistics such as regression and correlations were also used in the study. The findings revealed that inconsistent use of language of instruction positively correlated with low performance in English grammar with a mean of 2.26 and R2 accounted for 39.0%. Inadequate use of teaching and learning resources positively correlated with low performance in English grammar with a mean of 2.78 and R2 accounted 13.3%. Inadequate use of teaching and learning strategies positively correlated with low performance in English grammar with a mean of 2.28 and R2 accounted for 16.1%. Negative attitude of learners was positively correlated with low performance with a mean of 2.23 and R2 accounted for 17.3%. The study concluded that all the selected factors negatively influenced profoundly deaf learners’ performance hence recommended the use of SEE when teaching English language, workshops and in-service courses to improve teachers’ skills, allocation of enough funds for acquisition of visual teaching and learning resources and improvement on teaching and learning environment for better strategies. The findings of the study will be significant in improving performance in English language among learners who are profoundly deaf hence their overall performance in KCPE.
2022-01-01T00:00:00ZFactors influencing implementation of orientation and mobility programme for learners who are blind in selected special primary schools for visual impairment in KenyaMANGO, Dorothy Randikhttps://repository.maseno.ac.ke/handle/123456789/52752022-05-19T08:01:06Z2021-01-01T00:00:00ZFactors influencing implementation of orientation and mobility programme for learners who are blind in selected special primary schools for visual impairment in Kenya
MANGO, Dorothy Randik
Independent movement offers learners who are blind connection to the world, hence the need for training in Orientation and Mobility (O & M) skills before achieving purposeful mobility. In Kenya, training in O & M skills in special schools is deficient given that most of the learners are not independent. Moreover, Baseline survey (2014-2015) from the three selected special primary schools in Kenya indicated that out of 171 learners who are blind from (STD 4-8), only 23(13.45%) use white cane for orientation and mobility and 148(86.54%) do not use white cane, yet this is the mobility aid that enhances independence. The study sought to investigate factors influencing implementation of orientation and mobility programme for learners who are blind. Objectives of the study were to: determine teacher characteristics in teaching of learners who are blind on O & M skills; establish teaching and learning strategies used in training of learners who are blind on O & M skills; establish the attitudes of learners who are blind towards use of white cane for independence; assess skills of learners who are blind on O & M. The study was based on Havighurst‟s Developmental Task Theory and a conceptual framework. The research adopted descriptive survey research design. The study population consisted of 171 learners who are blind, 28 teachers and 8 house parents from the selected three special primary schools. Simple random sampling technique was used to select 57 learners who are blind. Purposive sampling technique was used to select 7 teachers specialized in O & M. Saturated sampling technique was used to select 8 house parents. Data was collected using questionnaires, interview and observation schedules. Face and content validity of the instruments was ascertained by experts from the Department of special needs education. A pilot study using test re-test method was carried out in one school which was not part of the sampled schools. Reliability coefficient for teacher questionnaire was 0.86; questionnaire for learners who are blind was 0.83. Quantitative data was analyzed using frequency counts, percentages and means. Qualitative data was transcribed, analyzed, organized and reported in emergent themes and sub themes. Findings of the study indicated that factors influencing implementation of orientation and mobility programme for learners who are blind were determined by teacher characteristics in teaching O & M (Mean=2.65) implying that teachers are not adequate as only 7(38.8%) had attended in-service course for O & M after regular training. The study revealed that teaching and learning strategies were not adequate (M=2.34) implying inadequacy of resources and inconsistency in teaching and learning of O & M. Attitude of learners who are blind towards the use of white cane (Mean =3.3) for negative items implying negative attitude and positive items (M=2.09) implying negative attitude. Assessing skills of learners who are blind on O & M (Mean=2.17) implying inadequate mastery of O & M skills. The observation schedule confirmed assessing skills of learners who are blind on O & M (M= 1.90) indicating that learners who are blind use white cane to a small extent. The study recommended; intensive institutional counseling to learners who are blind, consistency of teaching and learning strategies and refresher courses for teachers. The findings of this study are of use to researchers, Ministry of Education officials and teachers to address the issues of the visually impaired in regard to O & M training.
2021-01-01T00:00:00ZTransition of learners with intellectual disabilities from school to community opportunities and challenges in Busia county- KenyaMBEJA, Okumu Kennethhttps://repository.maseno.ac.ke/handle/123456789/52392022-05-11T11:33:38Z2022-01-01T00:00:00ZTransition of learners with intellectual disabilities from school to community opportunities and challenges in Busia county- Kenya
MBEJA, Okumu Kenneth
The aim of establishment of the schools for learners with Intellectual Disability was to ensure that they live an independent life in the community. A baseline survey conducted in Busia County in 2017 indicated, 347 Learners with Intellectual Disability have graduated from Special schools in Busia County from 2000-2016 with only 7 having been employed by schools as casual labourers in areas such as the farms, compound cleaners and as security guards. Though LWID are training, they are not engaged in active community development activities. The purpose of the study was to investigate school-to-community transition for learners with intellectual disabilities with emphasis on opportunities and challenges in schools and community, in Busia County-Kenya. The objectives were to; establish opportunities in Special schools that enhance transition from school to community, establish opportunities in the community enhancing transition from school to community, find out challenges in Special schools that hinder transition from school to community and investigate the challenges in the community hindering transition from school to community. A conceptual framework on the interplay of opportunities and challenges and how they impact on transition from school to community integration was used. The study adopted a descriptive survey design. The target population comprised 43 teachers, and 22 LWID, 31 parents/guardians and 33 employers. The 43 teachers were sampled by use of saturated sampling method while snow ball sampling was used to establish the sample size of the graduates, parents/guardians and employers. The study used a sample of 39 teachers, 20 graduates, 28 parents/guardians and 33 employers. Questionnaires, interview schedule and focus group discussion were used to collect data. Reliability of the questionnaire was established through a pilot study where 10% of the teachers’ population was used and by using test retest a reliability co-coefficient of 0.87 established. Reliability of the interview schedules and focus group discussion was established through triangulation. Data was analysed using descriptive statistic and presented using pie-charts and frequency tables for interpretation and qualitative data was analysed using thematic approach. The study found that opportunities exist in both the Special school and the community. Opportunities in school included provision of transition skills such as social skills and vocational skills 3.385(98%), related services such as physiotherapy and occupational therapy 2.821(85%). Opportunities in the community ware adequate such as carpentry workshops, farms and shops (98%)3.359 and training opportunity like workshops, salons 2.872(70%). Challenges in Special schools included lack of school to community linkages 3.33(80%) and Isolation from the community due to prolonged stay in school 3.538(89%). Challenges in the community included poverty (87%) and inadequate policy and legislation on employment of PWID.The study conclude that opportunities in Special school and in the community, ware not linked and challenges in the school and community have severe effects to transition. The study recommends that there is need to link opportunities in school to the community and develop policies on employment of PWID. The study is significant to education planners and administrators as it will provide insight at planning programmes in Special Education.
2022-01-01T00:00:00ZThe role of parents in promoting self–reliance skills to learners with moderate mental disabilities in special primary schools, Busia county, KenyaANYANGO, Gladys Orlendohttps://repository.maseno.ac.ke/handle/123456789/52152022-05-09T10:03:04Z2021-01-01T00:00:00ZThe role of parents in promoting self–reliance skills to learners with moderate mental disabilities in special primary schools, Busia county, Kenya
ANYANGO, Gladys Orlendo
Self-reliance skills amongst learners with moderate mental disabilities are essential for their progress and development. Learners are expected to leave school after mastering self-reliance skills which are taught in special schools. Data from Busia County Director's office indicated that 406 (28%) learners in special primary schools in Busia County have stayed in schools for more than 12 years as a result of delay in mastering self–reliance skills compared to data from Siaya 466 (21%), Kakamega 967 (18%) and Bungoma 752 (18%). Parental involvement has been found to produce measurable gains in student achievement. The main purpose of this study was to examine how often parents promoted the acquisition of self–reliance skills amongst learners with moderate mental disabilities (MMD) in special primary schools in Busia County. The specific objectives of the study were to examine how often parents promoted acquisition of Activities of Daily Living (ADL) Skills, to examine how often parents promoted acquisition of social skills and to examine how often parents promoted the acquisition of vocational skills to learners with MMD in special primary schools in Busia County. The conceptual framework for this study was guided on how often parents promoted acquisition of self-reliance skills to learners with MMD in special primary schools. From a study population of 406 parents, a sample of 197 parents, 10 headteachers and one County Quality Assurance and Standards Officer (CQUASO) were involved. Simple random was used to select parents, saturated sampling was used to select headteachers and purposive sampling was used to select 2 parents, 3headteachers and the CQUASO for interview. The face and content validity of the research instruments were ascertained by experts in the Department of Special Needs Education Maseno University. Test-retest was conducted with 10% of the population from one headteacher and parents from one special school to determine the reliability of the questionnaires which had a co-efficient of 0.82 for parents’ questionnaire at a p-value of 0.05. The qualitative data were transcribed and analyzed into themes and sub-themes to examine how often parents promoted the acquisition of self–reliant skills. The findings for this study indicated that parents very often promoted the acquisition of social skills, they often promoted vocational skills. However, the study found that parents rarely promoted ADL skills amongst the learners. Based on the findings it is my interpretation that parents do not fully promote the acquisition of self-reliant skills taught in schools leading to learners with MMD overstaying in schools. In conclusion, this study recommends that parents be encouraged to continue practicing with their children in promoting the acquisition of ADL skills at home during holidays. The study is relevant to stakeholders in education for example learners with MMD, teachers, policymakers and members of school management boards on the need to implement the policy on parental engagement and empowerment to enable parents to continue training their children while at home and schools to work together with parents.
2021-01-01T00:00:00ZInfluence of parental involvement on social skills training For learners with intellectual disabilities in special units in Kisumu central sub county, KenyaMAYI, Florence Midegahttps://repository.maseno.ac.ke/handle/123456789/52142022-05-09T09:54:29Z2021-01-01T00:00:00ZInfluence of parental involvement on social skills training For learners with intellectual disabilities in special units in Kisumu central sub county, Kenya
MAYI, Florence Midega
Data from EARC Kisumu County (2017) on parental involvement in supporting and reinforcing of their children’s learning of social skills at home revealed that 240 out of 525 parents in Kisumu County support interest in their children’s learning social skills. Of these, 116 parents (48%) were from Kisumu Central sub-county compared to Nyando Sub-County 78(33%), Kisumu West Sub –County 32(13%) and Kisumu East- Sub –County 14(6%). Despite this involvement, parental influence on social skills training for learners with intellectual disabilities while at home in Kisumu Central Sub-County is still unknown. The purpose of this study was to determine the influence of parental involvement on social skills training for learners with intellectual disabilities in special units in Kisumu Central Sub County. The objectives of the study were to establish the influence of parental involvement in; communication skill development; development of interpersonal skills, the ability of learners to participate in social activities; and learners with intellectual disabilities to accept social roles on social skills training. The study was guided by a conceptual framework and adopted a descriptive survey design. The target population comprised of 116 learners with mild intellectual disability and 116 parents. Saturated sampling technique was employed in selecting sample size of 104 learners and 104 parents after 10% was used for piloting. Data was collected using questionnaires, interview and observation schedules. To ensure the validity of the instruments, the researcher relied on expert opinion from the two supervisors from special education department for face and content judgement. Reliability was computed using test retest method and a satisfactory reliability coefficient of 0.75 was achieved. Quantitative data was analyzed using the Statistical Package for Social Sciences (SPSS) version 22.0, employing both descriptive (frequency counts, percentages, means and standard deviation) and inferential statistical analysis using regression and ANOVA. Qualitative data was transcribed, analyzed and reported in themes and sub-themes. The study established a significant influence of parental involvement in the development of social skills on social skills training for learners with intellectual disabilities. However, the results revealed that their influence varied; communication skills development (Adjusted R2= .368; p<.05); interpersonal skills (Adjusted R2= .439; p<.05); initiating interest in social activities (Adjusted R2= .502; p<.05) and social roles (Adjusted R2= .478; p<.05). The study concluded that parental involvement in communication skills development, interpersonal skill development, social activities and social roles is instrumental in effecting positive social skills training for learners with intellectual disabilities. The study recommended that; parents ought to work hand in hand with teachers in order to equip learners with relevant social skills and Ministry of Education through school head teachers to sensitize parents on their roles in social skills training. Future research was suggested on influence of social skills training on learners’ academic performance and role of school head teachers in enhancing parental involvement in social skills training of learners with intellectual disabilities
2021-01-01T00:00:00ZTeaching and learning of English reading comprehension: implications on academic achievement of deaf students in secondary schools in KenyaNYOKABI, Everline Mainahttps://repository.maseno.ac.ke/handle/123456789/10402019-11-01T15:21:40Z2015-01-01T00:00:00ZTeaching and learning of English reading comprehension: implications on academic achievement of deaf students in secondary schools in Kenya
NYOKABI, Everline Maina
Information systems are created to enable organizations utilize technologies to gather and use information for effective management. Ministry of Education Science and technology (MOEST) is committed to the implementation of Education Management Information System (EMIS) to provide data to improve planning, policy formulation and decision-making. MOEST provides Information Technology (IT) infra structure, trains personnel to manage data collection and it provides funds annually to the District Education Officers (DEO) to facilitate EMIS activities since 2004. Despite these efforts, a survey by MOEST revealed that data capture completion rate had been low at the districts education offices particularly in Nyanza Region, thereby delaying the nationwide data processing. The key factors in data entry are personnel, technological and organizational. Their Impact on EMIS outcomes in Nyanza region were however unknown. Therefore the purpose of this study was to establish the impact of selected factors on EMIS outcomes in Nyanza Region, Kenya. The objectives of the study were to; determine the impact of personnel, technological and organizational factors on EMIS outcomes. The study was based on the concept that personnel, technological and organizational factors impact on information and system quality outcomes. The study employed correlation and descriptive survey research designs. The target population was 34 District EMIS coordinators, 68 Data Capture Personnel, 34 DEOs and the Regional EMIS Coordinator. Simple random sampling technique was used to select 29 District EMIS coordinators, 29 DEOs, 58 Data Capture Personnel and purposive sampling technique for Regional EMIS Coordinator. The data were collected using questionnaires and Interview schedules. Face validity of the research instruments for data collection were determined by experts in Educational Administration were consulted and their input included in the final draft of the instruments. Pilot study was conducted using 3(8.8%) District EMIS coordinators, 6(8.8%) data capture personnel and 3(8.8%) DEOs of the target population. Cronbach’s alpha was used to determine the reliability of instruments and their average reliability coefficients were 0.77 and 0.78 for the District EMIS coordinators Questionnaire (DECQ) and Data Capture Personnel Questionnaire (DCPQ) respectively. Quantitative data was analyzed using descriptive and inferential statistics. Qualitative data was analyzed in emergent themes. The study established that personnel, technological and organizational factors contribution of 16.9%, 12.7% and 18.3% respectively towards EMIS outcomes. Job design, gender and age were established as personnel predictors of EMIS outcomes, while Staff competency on EMIS and availability of IT infrastructure were dominant technological factors impacting the outcomes of EMIS. Management support and resources allocation were the best organizational predictors of EMIS outcomes. The study concluded that organizational had higher impact on EMIS outcomes followed by personnel and technological factors r. The study recommended that the user satisfaction could be improved by facilitating personnel well to carry out EMIS activities; the transfer of data capture from the DEOs to individual learning institutions to reduce the bulk of work; MOE should consult with stakeholders to avoid duplication of data collection; continuous EMIS staff development programmes for educational managers to improve managerial EMIS/IT knowledge. The findings of this study could be useful in providing recommendations to the MOE that would contribute to the improvement and sustainability of EMIS.
PHD Thesis
2015-01-01T00:00:00ZTeachers’ perspectives on the influence of learning environment on drop-out of learners with low vision in regular primary schools in Vihiga county, KenyaSOTE , Harryson Ombuyahttps://repository.maseno.ac.ke/handle/123456789/10332019-01-22T12:31:47Z2014-01-01T00:00:00ZTeachers’ perspectives on the influence of learning environment on drop-out of learners with low vision in regular primary schools in Vihiga county, Kenya
SOTE , Harryson Ombuya
The Government of Kenya in collaboration with Non-Governmental Organizations play a vital role in promoting inclusive education in Kenya yet 158 (30.2%) learners with low vision dropped out of regular primary schools in Vihiga County between 2008 and 2011. While the figure is relatively high, the cause of the drop-out is unknown. Literature shows that curriculum and physical environment are yet to be adapted to cater for the educational needs of learners with low vision in regular primary schools in Kenya. The purpose of this study was to establish teachers’ perspectives on influence of learning environment on the drop-out of learners with low vision in regular primary schools in Vihiga County, Kenya. Objectives of this study were to: establish teachers’ perspectives on reasons for the drop-out of learners with low vision in regular primary schools; determine teachers’ perspectives on influence of curriculum adaptations on drop-out of learners with low vision in regular primary schools; and find out teachers’ perspectives on influence of adaptations made on physical environment on drop-out of learners with low vision in regular primary schools. This research was guided by a conceptual framework showing the relationship between learning environment and drop-out of learners with low vision. Descriptive survey research design was used in the study. Study population comprised 24 head teachers, 490 teachers, 117 learners with low vision in schools and 158 drop-outs from 24 regular primary schools in Vihiga County. Saturated sampling technique was used to select 22 head teachers, 105 learners with low vision in schools and 142 drop-outs while simple random sampling technique was used to select 147 teachers. Instruments for data collection were questionnaire, interview schedule, document analysis guide and check list. Using simple random sampling technique a pilot study on 10% of the entire population was conducted to determine reliability of the instruments. Experts from the Department of Special Needs Education, Maseno University ascertained the face and content validity of the instruments. Descriptive statistics such as frequency counts, percentages and means as well as Pearson’s r correlation were used to analyse quantitative data. Qualitative data was transcribed, categorized and reported in an on-going process as themes and sub-themes emerged. Study findings revealed teachers’ perceptions on drop-out of learners with low vision from regular primary schools in Vihiga County as: poor performance, repeating of classes, lack of adapted learning resources and inadequate teaching staff. The study further revealed that a decrease in value of adaptation on curriculum or physical environment led to the drop-out of learners with low vision. To control the drop-out, the study recommends adaptation of curriculum and physical environment to meet the educational needs of learners with low vision. The study will be significant to curriculum: developers, implementers and evaluators to ensure that learners with low vision access quality and relevant education in a least restrictive environment.
Masters'Thesis
2014-01-01T00:00:00ZTeachers’ perception of challenging behaviour among learners with Autism and its influence on choice of management strategies in primary schools in Western KenyaKHASAKHALA, Edward Okayahttps://repository.maseno.ac.ke/handle/123456789/10052019-01-22T08:31:56Z2016-01-01T00:00:00ZTeachers’ perception of challenging behaviour among learners with Autism and its influence on choice of management strategies in primary schools in Western Kenya
KHASAKHALA, Edward Okaya
Teachers working with learners with Autistic Spectrum Disorders (ASDs) often feel ill prepared to manage challenging behaviours presented by them. Quite often, when they are faced with cases of challenging behaviour, they use coping strategies that have led to delinquency and other anti-social behaviours resulting into school dropout among these learners. Education Assessment records in Busia, Kakamega, Vihiga, Bungoma, Nandi, Kisumu and Siaya counties in Western Kenya indicate that between the years 2007 and 2012, 683 learners with ASDs had been assessed and placed in public schools out of which 202 had dropped out of school. Closer analysis of the records revealed that out of 283 learners assessed in Vihiga, Kakamega and Busia counties during this period, 135 had dropped out of school. These three counties accounted for 67 % of learners who had dropped out of school in the seven counties. Reason for this dropout has not been established although a number of studies seem to point at poor challenging behaviour management strategies. The purpose of this study was therefore to determine the influence of teachers’ perception of challenging behaviour on the choice of management strategies. Objectives of this study were to; analyze types of challenging behaviour presented by learners with ASDs in Western Kenya, assess strategies used in the management of challenging behaviours, determine the influence of teachers’ cognitive perception of challenging behaviour on the choice of management strategies, establish the relationship between teachers’ attitudes towards challenging behaviours and the choice of management strategies, establish the Relationship between teachers Perception of Causes of Challenging Behaviour and the Choice of Management Strategies. A conceptual framework was used to show the interaction of dependent and independent variables. Descriptive survey research and correlation designs were adopted for this study. Target population of the study was 106 teachers. A saturated sampling technique was used. The sample size for the pilot study was 20 teachers drawn from 2 special schools and 2 special units. The reliability coefficient was set at 0.70 and above at an alpha level of 0.05. Test-retest of three instruments namely, challenging behaviour checklist, challenging behaviour perception questionnaire and teachers’ attitude questionnaire in the pilot study yielded a reliability coefficient of 0.89, 0.75 and 0.78 respectively. Experts from the department of Special Needs verified face and content validity of the research instruments. Data was collected using questionnaires, observation checklist, observation schedules, interview schedules and document analysis guide. Correlation coefficient analysis, inferential statistics and regressions were used to analyze quantitative data. Qualitative data from observation and interview schedules were collected, organized and categorized into themes, which were reported. Findings of the study indicate that all the 59 behaviours sampled occurred among learners with ASDs in Western Kenya albeit at different frequencies and magnitudes. Strategies used in management of challenging behaviours included intensive interaction, behavioural therapies and augmentative communication. Intensive interaction was the strategy that was being used by teachers and the one that they had found effective 83 (78.3%). Cognitive perception of challenging behaviour influenced the choice of management strategies, teachers who perceived challenging behaviour presented by learners with ASDs as a time line episodic chose least restrictive challenging behaviour management strategies such as behavior therapy model (r= .421 ) while those who perceived it as time line chronic chose more restrictive strategies such as mental health consultation (r= 0.294 ). There was a moderate relationship between positive attitudes and the choice of least restrictive management strategies such as intensive interaction (r=0.438, ) and negative attitudes with more restrictive strategies such as experimental functional analysis, (r=0.283, ). The perception of causes of challenging behaviour was moderately correlated to the choice of management strategies such as sociological factors and social stories, (r=0.521, ) and sociological factors and The Treatment and Education of Autistic and Related Handicapped Children strategy (r=0.435, ). Efforts to be made by schools to address the teachers’ perception and attitudes towards challenging behaviour as they have an influence on their choice of management strategies.
Phd' Thesis
2016-01-01T00:00:00ZFactors affecting perceptions of selected stakeholders on educational accessibility of learners with Autism spectrum disorders in Mombasa county, KenyaMASIKA , Isabella Nhttps://repository.maseno.ac.ke/handle/123456789/8642019-10-31T13:20:13Z2017-01-01T00:00:00ZFactors affecting perceptions of selected stakeholders on educational accessibility of learners with Autism spectrum disorders in Mombasa county, Kenya
MASIKA , Isabella N
Children with Autism Spectrum Disorders (ASD) have a neurological disorder that
affects their social, behavioral, cognitive, verbal, and nonverbal functioning. These
children have a right to access education like other children. In Mombasa County,
statistics from Educational Assessment and Resource Centers (EARCs) indicated that 88
learners with ASD were assessed between 2011 and 2015 but the majority 45 (51.14)
were not accessing education as only 43 (48.86) were accessing education in special
schools and units. The perception of what constitutes ASD among stakeholders is
important if these children have to access education. The purpose of this study was
therefore to find out the factors affecting perception of the selected stakeholders on
educational accessibility of learners with ASD in Mombasa County. The objectives of
this study were to: establish the factors affecting perception of parents, teachers and
education administrators on educational accessibility of learners with ASD. A conceptual
framework indicating the relationship between factors affecting perception of selected
stakeholders and the educational accessibility of learners with ASD was used. A
descriptive research design was used in this study. The target population consisted of 45
parents, 45 teachers and 22 education administrators. The study used saturated sampling
procedure to select 40 parents, 40 teachers and 20 education administrators. The
instruments for this study included questionnaires and interview schedule. Face and
content validity of the instruments were determined by the experts from the department
of Special Needs Education. Reliability of the instrument was ascertained through a pilot
study using a test re-test giving a correlation coefficient of 0.70. Quantitative data was
analyzed through percentages, while qualitative data was analyzed according to themes
and sub-themes as they emerged. The study findings revealed that perception of parents is
affected by lack of academic progress among their children, lack of knowledge of ASD
25 (62.5%); lack of trained teachers (35 (87.5%) and lack of specialized learning
materials 39 (97.5%). It was also revealed that teachers were not ready to handle learners
with ASD due to lack of ASD knowledge 37 (92.5%); lack of specialized learning
materials 38 (95.0%); Lack of schools for learners with ASD 36 (90.0%) and lack of
training among teachers 40 (100.0%). It was further revealed that Education
Administrators lacked knowledge on ASD and clear policies to govern the education of
learners with ASD. This study therefore recommends that schools be equipped with
learning materials and ASD trained teachers, awareness be created to equip education
administrators with ASD knowledge and the government comes up with clear policies
that will govern the education of learners with ASD. The study may be used to help
Ministry of education, teachers and parents to help children with ASD access education
and, contribute to the knowledge gap in the area of educational accessibility of learners
with ASD.
2017-01-01T00:00:00ZImpact of Kenya sign language on written English grammar among learners who are deaf in upper primary classes in Nakuru region, KenyaSAMOEI C., Ruthhttps://repository.maseno.ac.ke/handle/123456789/8632019-01-17T08:01:27Z2018-01-01T00:00:00ZImpact of Kenya sign language on written English grammar among learners who are deaf in upper primary classes in Nakuru region, Kenya
SAMOEI C., Ruth
Performance of English in KCPE examination by Deaf learners showed a trend of low scores as compared to their hearing counterparts in Nakuru Region. For four consecutive years; 2010, 2011, 2012 & 2013 English mean scores by Deaf learners in Nakuru Region were: 29.74, 31.41, 29.58, & 30.27 while Regular school learners English mean scores were: 48.74, 47.89, 47.87& 56.24 respectively. A number of studies done looked at effect of language of instruction and age of onset of hearing loss as variables, yet none considered Impact of KSL on written English grammar. The purpose of this study was to analyse Impact of KSL on written English grammar among Deaf learners in Upper Primary classes in Nakuru Region. Objectives of this study were to: Analyse impact of KSL on: choice of vocabulary, syntactical patterns, and tense markers and singular//plural markers in written English grammar among Deaf learners in Upper Primary classes in Nakuru Region. Language learning was guided by Behaviourist theory based on stimuli reinforcement to get desired behaviour. Descriptive Research Design was used. The study was carried out in Nakuru Region, Kenya. Target population comprised 157 Deaf learners and 21 teachers for English. Saturated sampling technique was used to select 141 Deaf learners and 18 teachers for English. Purposive sampling was used to select regular primary schools involved in the study. Data was collected using document analysis guide and questionnaire. Reliability of research instruments with a correlation coefficient(r) of 0.75 was considered high enough in a pilot study involving 16 learners and 3 teachers, constituting 10% of research population. Face validity and content validity of research instruments was established by experts in Department of Special Needs Education of Maseno University. Qualitative data was organised into categories and reported in verbatim as themes and sub-themes emerged. Results from this study established that written English grammar by Deaf learners contained randomly written vocabulary .Syntactical patterns inclined towards KSL word order. Except for simple present tense, learners had challenges in marking tenses appropriately. This study concluded that other than singular and simple present tense markers, KSL had negative impact on written English grammar. Findings of this study might be significant in enhancing pedagogical approach in teaching of written English grammar to learners who are deaf in primary schools in Kenya. This study recommended use of bilingual approach in teaching of English grammar to Deaf learners
2018-01-01T00:00:00Z