https://kerd.ku.ac.ke/handle/123456789/116 2026-10-01T23:54:31Z 2026-10-01T23:54:31Z Milimu, Lilian Nasimiyu https://kerd.ku.ac.ke/handle/123456789/1439 2020-07-01T06:11:14Z 2018-01-01T00:00:00Z

Determinants of Transition of Students with Visual Impairment to Post-Secondary in Narok and Bomet Counties, Kenya Milimu, Lilian Nasimiyu The purpose of this study sought to examine and analyse determinants of transition of students with visual impairment to post-secondary institutions in Narok and Bomet Counties. The main objective of this study was to establish the factors that affect the transition of students with visual impairments from inclusive secondary schools to post-secondary in Narok and Bomet counties. The specific objectives of the study were to explore teacher’s assessment on transition of students with visual impairment to post-secondary; examine how school guidance and counselling influences the transition; and to determine socio-cultural factors which affect transition and assessment of students’ achievement in relation to transition. The study used descriptive survey design with a target population of 97 students with visual impairment and their teachers. Data for the study was gathered using questionnaires, interview schedule, students rating scale and texts. A pilot study was conducted in Kericho County to establish the validity and reliability of the instruments. Qualitative and quantitative approaches were used to analyse the data. The study established that teachers‟ factors had an effect on the transition of students with visual impairment. Lack of school guidance and counselling was also noted to affect the transition of the students. Similarly the socio- cultural factors and the student’s achievement were also noted to be contributing factors to the transition of students with visual impairment from secondary to post-secondary institution. The study concluded that teacher’s attitude and lack of skills and knowledge in handling the students with visual impairment were key factors in teacher’s assessment and the transition of the students. Also lack of appropriate school facilities and equipment influenced the transition of the students with visual impairment. Similarly, poor performance of the visually impaired students discouraged them from transiting to post-secondary institutions. The study recommends that teachers training should include the special needs components and particularly the visual impairment skills to be able to accommodate all the students in inclusive classes. It is also recommended that policy issues on inclusion should be revised to ensure that all the students are given appropriate attention. The findings of this study are expected to enlighten the administration in the post-secondary institutions on the need to make the learning environment more appropriate for the students with special needs such as visual impairment. Policy makers are expected to make the appropriate inclusion policy to cater for the special needs at all level of schooling for special needs students. A Thesis Submitted to the School of Education in Partial Fulfilment of the Requirement for the Degree of Doctor of Philosophy in Special Education in the School of Education of Kenyatta University, October, 2018

2018-01-01T00:00:00Z Walingo, Mbogani Janet https://kerd.ku.ac.ke/handle/123456789/1133 2020-06-19T05:37:43Z 2017-01-01T00:00:00Z

Analysis of Individualised Education Program Implementation for Supporting the Attainment of Functional Abilities in Learners Who Are Deaf Blind in Selected Schools in Kenya Walingo, Mbogani Janet Persons who are deaf blind experience a lot of challenges in both hearing and sight that limit their interaction with the environment. This makes them dependent on the support of able bodied persons in order to perform daily activities. When appropriate and relevant education is given, and their needs adequately identified and addressed, these learners could be supported to acquire functional abilities that could enhance their independent to a certain degree. One of the goals of the Kenyan education for them is to help them gain functional skills that would enable them maneuver their environment. This study was done in order to analyze individualized educational program implementation in supporting the attainment of functional abilities in learners who are deaf-blind. The study analyzed the strategies that were used in the formulation and implementation of IEPs, the personnel who were involved, the quality of the formulated goals in identifying and addressing the needs of learners, the evaluation and reevaluations of IEPs and the challenges encountered in the whole process and how they were addressed. The study employed document analysis and survey design in a mixed method research approach. A total of 54 IEPs for learners who were deaf blind were analyzed using adapted Program Evaluation for Procedural and Substantive Efficacy (PEPSE), ICF –CY, and R-GORI, while 18 teachers were interviewed. Saturated, simple random and Purposive sampling techniques were used respectively to obtain the samples. Data was collected using a questionnaire and an interview schedule from teachers. Qualitative data was analyzed using deductive content analysis while information from interviews were organized and reported in an ongoing process as themes and sub-themes emerged. Findings of the study revealed that, there were no specific strategies that were used to formulate IEP goals and implement them. A multi-disciplinary approach was not used in IEP formulation, implementation and reevaluation. The goals that were formulated did not capture adequately the needs of the learners that would have supported the attainment of functional abilities. The IEPs were neither evaluation nor reevaluation which further contributed to difficulties in identifying the needs to be addressed. Teachers experienced contextual challenges that impeded the provision of services that could also enhance functional ability development. The study recommended that a policy that had clear stipulation on the whole process of IEP writing and capture the evaluation procedures with stipulated roles of personnel involved should be developed. A Thesis Submitted in Fulfillment for the Award of Doctor of Philosophy in the School of Education, Department of Special Needs Education. Kenyatta University, 2017

2017-01-01T00:00:00Z Chomba, M. J. Mukuria, S. G. Kariuki, P. W. Tumuti, S. Bunyasi, B. A. https://kerd.ku.ac.ke/handle/123456789/1060 2020-06-17T08:08:52Z 2014-01-01T00:00:00Z

Education for Students with Intellectual Disabilities in Kenya: Challenges and Prospects Chomba, M. J.; Mukuria, S. G.; Kariuki, P. W.; Tumuti, S.; Bunyasi, B. A. Kenya has great potential for enhancing education for individuals with intellectual disabilities. The fact that it has recognized the need to care for learners with special needs is commendable. In comparison to many African countries, Kenya and Nigeria are ahead in developing programs for special education in institutions of higher learning, and in starting schools and units for special education. However, a legal mandate is still required as it would seal many loopholes that currently exist. Without it, the assessment of individual with intellectual disabilities cannot be administered correctly and professionally. In this article, the authors present a coherent account on various aspects related to learners with intellectual disabilities in Kenya. No doubt, the issues and challenges identified call for attention by not only the government of Kenya but also those interested in improving the status of learners with intellectual disabilities. An article published in Disability Studies Quarterly

2014-01-01T00:00:00Z Kimani, Cecilia Wangari https://kerd.ku.ac.ke/handle/123456789/1030 2020-06-16T07:53:32Z 2012-01-01T00:00:00Z

Teaching Deaf Learners in Kenyan Classrooms Kimani, Cecilia Wangari This thesis examines the teaching and learning of deaf primary-school learners in Kenya in order to explain their poor examination performance and to find ways of better supporting their learning. While language and communication are perceived as the main problems encountered by deaf children, it is assumed that if teachers and learners are able to communicate through sign language, deaf learners can learn. The main argument of this thesis is that although proficiency in sign language among teachers does play a great role in the education of deaf learners, it is not sufficient in offering quality education in this context. Other needs of deaf learners should be addressed during the teaching and learning process through appropriate teaching and learning materials and teaching and assessment approaches. The thesis reviews literature looking at the relationship between language, thought and learning in the education of deaf learners. The study was partly informed by Vygotsky’s theory of social learning and language which recognises that children learn through their interaction with the social environment. A discussion on the difference between the concepts: ‘special education’, ‘integration’, and ‘inclusive education’ is raised in the review of literature leading to the discussion of whether deaf learners require ‘special’ pedagogy. Different views have been held regarding the type of pedagogical approach used in the teaching and learning of deaf learners in Kenya who learn in specialist units attached to mainstream schools: whether this is ‘special’, integrated or inclusive education. The research took an exploratory approach and focused on the teaching and learning of Social Studies in specialist units in urban and remote rural areas in Kenya. Data were collected mainly through lesson observations and semi-structured interviews with deaf and hearing education stakeholders including learners, teachers, education officials and representatives of deaf people’s organisations. Kenyan Sign Language and English were the main languages used in data collection. The study found that although textbooks were mostly available for learners in the units, they did not benefit from them due to their design which did not respond to their learning needs. However, some textbook design features that would benefit the learners were identified by the deaf teachers and learners. In addition, while deaf teachers did not generally encounter communication problems in teaching, most hearing teachers lacked sufficient proficiency in Kenyan Sign Language (the language of instruction), a phenomenon that affected dialogue in teaching,. Assessment practices seemed not to be suitable for deaf learners to express what they knew. Although teaching and learning took place in sign language, assessment was through reading and writing in English. A combination of a general quality improvement of educational resources which would be relevant for all learners and some deaf-specific interventions for deaf learners is an approach that would support deaf learners to achieve more in their learning. Recognising the expert knowledge of deaf teachers gained from their experiences as teachers and formerly as deaf learners, and their proficiency in sign language would contribute towards providing the learners with opportunities to learn more. A Thesis Submitted To the University Of Sussex for the Degree of Doctor of Philosophy February 2012

2012-01-01T00:00:00Z