Challenges Faced by The Learners with Visual Impairement In Reading and Writing English Braile Grade in Selected Special Primary Schools in Kisumu and Siaya Counties - Kenya

Abstract

ABSTRACT Learners with visual impairment (VI) depend on Braille as a medium of instruction and communication. According to a report by the Ministry of Education, only 45 (30.6%) out of 147(100%) of learners with VI enrolled in upper primary classes in Kisumu and Siaya counties could read and write English Braille grade II competently. Despite this discrepancy, there was no documented explanation for this low percentage of learners 'with English Braille grade IT competencies, particularly in Kisumu and Siaya Counties. The purpose of this study was to establish challenges faced by learners with VI in reading and writing English Braille grade II in selected special primary schools in the two counties. Objectives of the study were to; Establish Learner based, examine environment based, determine teacher based and examine Braille Code based challenges faced by learners with VI in acquiring and using English Braille grade IT. The conceptual framework showed an interaction between independent variables selected (challenges faced by learners with VI) and dependent variables (reading and writing English Braille grade IT). Descriptive survey research design was adopted. The target popuiation was 2 head teachers, 54 teachers, and 162 learners. Saturated sampling technique was used to carry out the selection of 2 head teachers, 49 teachers and 147 learners. Data was collected by use of questionnaires and interview schedules. Test re-test method was used to determine the reliability coefficient of instruments at a score of 0.75. Face and content validity of the research instruments was ascertained by experts from the department of Special Needs Education. Descriptive statistics such as frequency counts and percentages W€I"€ used to analyze quantitati\'e data. Qualitative data was transcribed, categorized into themes and sub-themes as they emerged. The findings revealed that these learners had negative attitude towards communication in English Braille Grade II. Only 26 (19.2%) out of 135 of the learners were able to read and write English Braille Grade IT. The school environment did not favor learners' instruction in English Braille grade II as indicated by high student-teacher ratio (10:1), and few resources as suggested by 90(66.7%) learners. Teachers' competency was low as L'laicated by mean of 2.3 while learners faced challenges with Braille code as revealed by18 (43.9%) of teachers with overall mean of 2.4, which affected their ability to read and write English in Braille grade II. This study recommended early stimulation and introduction to Braille code for learners 'with VI; enforcement of functional educational inclusion to accommodate learners with VI and adoption of Individualized Educational Program (IEP). These findings will be of use to the Kenya Institute of Curriculum Del-'eJopment, Ken}~ National Ex~miIuLtion Council, and Teacher Training Colleges for adapting the curriculum, on setting Examinations, and on how to train Teachers for Learners with visual impairment.