Influence of Learning Environment on Inclusion of Visually Impaired Learners in Public Primary Schools in Bungoma South Sub County (original) (raw)
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2019
The purpose of this study was to examine the influence of demographic factors on instructional practices and challenges teachers face in teaching students with visual impairments in the government secondary schools of Harari regional state. A quantitative method with a survey design was employed. The sample consisted of 100 (with 95% response rate) participants selected using simple random sampling technique. Data was collected using questionnaire in the form of Likert scale. Frequencies, percentages, means, standard deviation, independent t-test and One-Way ANOVA were used to analyze the data. The study revealed that teachers' level of qualification has implications to the instructional practices, namely their collaboration with other professionals, classroom supplies and equipment and teaching strategies. Teachers with training on inclusive or special needs education were found to use more specialized or individualized teaching strategies in the classroom for SVI than those who did not have training. Furthermore, years of teaching experience was found to influence teachers' collaboration with other professionals. Teachers with bachelor's degree and MA/MSc holders were found to face more challenges in adapting teaching strategies, materials and identifying the needs of SVI compared to teachers with diploma holders. The study concluded that the identified demographic factors were found to influence at least one of the teachers' instructional practices in inclusion of SVI. The study concluded that teachers' level of qualification has an influence on the challenges they face in teaching SVI in the government preparatory and secondary schools of Harari regional state.
2017
The purpose of this study was to examine the instructional practices and challenges teachers face in teaching students with visual impairment in the government secondary schools of Harari regional state. A mixed methods approach with convergent design was employed. The sample consisted of 118 participants selected using simple random and purposive sampling techniques. Data was collected using questionnaire, semi-structured interview and focus group discussion. Mean, standard deviation and one sample t-test were used to analyze quantitative data and thematic analysis was used to analyze qualitative data from interview and FGD. The study revealed that teachers’ collaboration with other professionals, classroom supplies and equipment, and teaching strategies used by teachers were lower than the expected level for successful inclusion of SVI in the selected schools. Moreover, deficits in knowledge and skills, lack of training and budget constraints were found to be the major challenges ...
2016
I. BACKGROUND OF THE STUDY Ndurumo (1993) noted that Inclusive education or mainstreaming is placing of children with disabilities in regular classes with those without disabilities. He further acknowledges that there are several names that refer to the process of integrating children with disabilities in regular classroom. This concept has been identified by some school system as "mainstreaming," "regular education initiatives "full inclusion," "partial inclusion, "or "inclusion." Regardless of the selected terminologies, current federal laws in Kenya, such as in individual with Disabilities Education Act (2003) mandate that a child with a disability has a right to attend free and appropriate public education in the least restrictive environment provided by his/her local school system. In response to these legislative directories some schools and districts have made tremendous efforts in overcoming challenges in providing disabled children with access to education (Ndurumo, 1993. Huffman 2003) indicate that the U.S census Bureau indicates that 6.5 million children have some type of disability and that 95% of these students attend regular schools with their normal classmates (Huffman, (2003). Towett, (2012) EARC Coordinator, Bomet County explained that in line with integration of learners with visual impairment who have been included in regular schools, the schools have not paid attention in terms of what it takes to integrate such learners. The schools have no pavements for easy movement of the visually impaired learners using the white canes. There is grass all over the compound which Abstract: Inclusive Education is an approach in which learners with special needs receive services and support appropriate to their individual needs within the regular education setting. The study sought to find out how regular public primary schools have been prepared to integrate the visually impaired learners into inclusive education in Bomet County, Kenya. The objectives of the study was to investigate the determinants of primary schools' preparedness to integrate the visually impaired learners into inclusive education in primary schools. The research adopted descriptive survey design as this allowed description of issues as they are. Purposive sampling procedure was used to select the sample population. Questionnaires were used to obtain data from teachers, head teachers and EARC coordinators while interviews were designed for learners with V.I.C. Data was analyzed using descriptive statistics and presented in graphs, pie-charts and frequency tables for interpretation. The study was pegged on constructivist theorist of Zone of Proximal Development (ZPD) of Lev Vygotsky and Maria Montessori. The study found out that integration of inclusive education for the V.I learners faced many challenges which included; insufficient skills by teachers to teach these learners, since most of them have not undergone any training in special education, most did not have braille skills and could not teach the V.I learners effectively with the other normal learners. Major conclusions therefore were: schools should adapt the environment to suit the V.I, teachers be trained adequately to teach the V.I meaningfully, the government to give more fund to support SNE programmes in schools, more SNE personnel to be employed to supervise these programmes.
This study sought to establish the role of assistive technologies on quality educational outcomes of students with visual impairment in Kisumu County, Kenya. The study adopted a mixed methods research design. The target population constituted 743 students, 11 principals, 11 deputy principals, and 19 Special Needs teachers making a total of 784. Purposive sampling was used to select 11 principals, 11 deputy principals, 19 SNE teachers and 120 students with visual impairments yielding a total sample size of 161 respondents from secondary schools in Kisumu County. The main research instruments were questionnaires for students and principals and interview guidelines for SNE teachers. Piloting was conducted to determine the validity of research instruments. Quantitative data and later qualitative data were collected in conformity with the chosen mixed methods research design. Quantitative data were analyzed with the assistance of the Statistical Package for Social Sciences (SPSS) Computer programme version 20. The SPSS generated descriptive and inferential statistics. The qualitative data were analyzed thematically and represented in direct quotes and narratives in line with the study objective. The study revealed that most of the students with visual impairments were taught by SNE teachers who were highly qualified with long teaching experience. The majority of the students with VI largely relied on the use of obsolete assistive technologies such as the Braille and mirror magnifiers. The modern technologies had not penetrated into the study locale and as a result most students with visual impairments hardly benefited from the advantages inherent in these technologies. Nearly all SNE teacher interviewed concurred that the use of modern assistive technologies by students with VI was a very critical requirement for enhancing learning, independent study and active learner-teacher interaction that was a prerequisite for enhanced academic performance. The overall conclusion was that use of modern ATs by students with VI was quite low and hardly facilitated effective attainment of quality school outcomes such individualized learning and enhanced academic performance in internal and national examinations. The study made several recommendations mainly directed towards the Ministry of Education to give priority to learners with various disabilities, especially those with VI, by increasing budgetary allocation for the purchase of modern ATs and on in-service training of SNE teachers on use of modern ATs not only in the study locale of Kisumu County but other counties in the country experiencing similar challenges. [389 words].
2013
This study aimed at investigating the way general teachers teach students with visual impairments in inclusive classrooms and the challenges facing them. The intention was specifically to find out the ways general teachers adapt their teaching to make sure that inclusion of students with visual impairments is appreciated and realized. Furthermore, it intended to uncover the challenges these general teachers face when teaching students with visual impairments in inclusive classrooms. This study was conducted at one of the secondary school located in southern part of the country. It employed qualitative case study design using four (4) general teachers teaching in classes having students with visual impairments. Data collection was done using semi-structured interviews and participant-observation methods. The findings revealed that general teachers have little knowledge about inclusive education and how it should be practiced not only for students with visual impairments but for all students with special needs. The knowledge about inclusion and teaching in inclusive classrooms is highly needed among general teachers to practice inclusive teaching for students with visual impairments in a professional manner. Preparation of teaching resources, like audio and tactile materials, reading braille writings, and instructing students with visual impairments the proper ways of using their visual devices, is said to be the role of a special needs teacher. However, it is also advisable for a general teacher to have some of this knowledge in order to counteract the challenges associated with teaching students with visual impairments in inclusive classrooms. Furthermore, findings showed that, general teachers were not using the little knowledge of teaching in inclusive classrooms they have, due to many challenges surrounding the whole inclusive teaching in secondary schools like scarcity of both general and special needs teachers and lack of commitment among them, scarcity of resource and rigid curriculum. Building from the findings, it is recommended that, the Government should improve the situation of inclusive teaching, such as training teachers in the area of special education to help them conduct their teaching properly. The government should also allocate enough funds to inclusive schools to ensure availability of teaching and learning facilities that will help facilitate teaching students with visual impairments in inclusive classrooms. Finally, due to the fact that, there are few studies conducted on the area the current study has ventured on, it is recommended that, further studies should be carried out. VI Acknowledgement Many institutions and individuals have contributed very much to the successful completion of this study. Although it is not possible to mention all of them here, their direct and indirect
International Journal of Academic Research in Public Policy and Governance
Learning is a continuous process of acquiring skills, knowledge and attitudes within any environment that learning takes place and begins at early age when a child starts to explore the surroundings around him/her. However, this may not be uniform for all children because of numerous challenges that some of them encounter. This study was to determine how teachers mediated for learner classroom performance among the Visually Impaired learners in integrated secondary schools in Bungoma, Kenya. Variables in the objectives were, different categories of visual impairment, teacher characteristics, influence of instructional resources, challenges encountered and how the challenges were mediated for. The study was in line with the argument of Dewey which has been supported by Gutek, Schiro, Taylor, Flinders and Thornton in the 21 st Century. Dewey was the proponent of progressive education which emphasized the need to learn by doing. He stressed that, there was a need to see education as a single process involving teaching and learning. The study was carried out in integrated secondary schools in Bungoma County, Kenya. Descriptive survey research design was adopted by the study. The population that was targeted was derived from integrated secondary schools. The schools were stratified in categories of boys' school and girls' school. The respondents for the study were sampled using Simple random sampling. The collection of data was done using teachers, learners, teacher aide and caretakers questionnaire. Interviews were scheduled for teachers, visually impaired learners and learners with sight. Descriptive statistics was used to analyze quantitative data presenting data in summary frequencies and percentage. Tables and charts were also used to present data. The study findings were presented as per the objectives of the study and could be used by educational policy makers and stakeholders to plan on how to provide education that was quality for learners who had difficulties with sight and enhance their active participation in class, school and community activities in Bungoma County. It was concluded that, learners with visual impairment were categorized as blind, low vision and visual disorder. Teachers found it difficult though they tried to interpret the curriculum to suit all learners. They found difficulties in following a lesson plan prepared for learners with visual impairment, and providing differentiated tasks. There were inadequate learning resources and those available did not benefit all learners and were not readily available during class instructions. Learners with visual impairment encountered more challenges in integrated classrooms which were overcrowded and the
Changing teachers´ practices in regular schools enrolling children with visual impairment
2014
The number of persons with visual impairment in Tanzania is estimated to over 1.6 million. About half a million of these persons are children aged 7-13. Only about 1% of these children are enrolled in schools. The special schools and units are too few and in most cases they are far away from the children's homes. More and more regular schools are enrolling children with visual impairment, but the schools lack financial resources, tactile teaching materials and trained special education teachers. Children with visual impairment enrolled in regular schools seldom get enough support and often fail in examinations. The general aim of this study was to contribute to increased knowledge and understanding about how teachers can change their teaching practices and thus facilitate the learning of children with visual impairment included in regular classrooms as they participate in an action research project. The project was conducted in a primary school in a poor rural region with a high frequency of blindness and visual impairment. The school was poorly resourced and the average number of pupils per class was 90. The teachers who participated in the collaborative action research project were the 14 teachers who taught blind or visually impaired pupils in grades 4 and 6, in total 6 pupils. The action research project was conducted during a period of 6 months and was carried out in five cycles. The teachers were actively involved in all the project activities; identifying challenges, planning solutions, producing teaching materials, reflecting on outcomes, collaborating and evaluating. Empirical data was collected with questionnaires, interviews, observations and focus group discussions. The findings of the study show that the teachers managed to change their teaching practices through systematic reflection, analysis and collaboration. The teachers produced a variety of tactile teaching materials, which facilitated the learning of the pupils with visual impairment. The pupils learned better and felt more included in the regular classes. The teachers gained new knowledge and skills. They grew professionally and started to collaborate with each other. The study contributes to new knowledge of how collaborative action research can be conducted in the area of special education in a Tanzanian school context. The study has also relevance to the planning of school-based professional development programs and teacher education programs in Tanzania and in other low-income countries. The results also point at strategies which can promote inclusion of children with disabilities in regular schools.
This report is a result of an academic research entitled Pedagogy, Andragogy of Visually Impaired Learners in selected special schools, units and vocational centers in Siaya County. The study was guided by the following objectives which included to determine the extent of Pedagogical, Andragogical approaches used by teachers in special schools and vocational centres. The study was set to test the (HO) null hypothesis of no significant relationship between the variables it employed descriptive correlation survey design. The target population was 200 while the sample size was 133 obtained using the Slovenes formular. Random sampling was done to get the required respondents. Questionnaires and observation list whose validity and reliability were tested were used as research instruments in the study. Data was analyzed using frequency tables, mean and ranks. The study unearthed that there were more male respondents than females, more respondents had served between 5-6 years, limited Pedagogical, child-centred methodologies were insufficiently used limiting holism among visually impaired learners. Findings show that the methodologies that are used are not child-centered and collaborative, which have a negative bearing to holism. The researchers recommend more training of a multi-disciplinary personal and abroad-based curriculum for benefit all the learners their diversity. There is need for change of methodology and by inculcating child-centered, practical and collaborative paradigm
A Follow up Study for Inclusion of Students with Visual Impairment in Regular Schools of the Punjab
International Review of Social Sciences , 2021
The main purpose of the study was to review the efforts made by Government of the Punjab for the inclusion of students with visual impairment in the regular schools of the Punjab, by taking the views of students with visual impairment who are studying in inclusive schools and their concerned teachers. A quantitative approach was used to conduct the study. The type of research was descriptive .The population of the study consisted of all teachers and students with visual impairment studying in inclusive schools of the Punjab. A total number of 152 students with visual impairment (N=152) by using convenient and teachers teaching in inclusive schools (N=110) by using random sampling technique were taken as a sample of the study. We used two different close ended questionnaires, comprising dichotomous (Yes, No.) items. In addition to demographic information, the questionnaires consisted of eight domains related to the students and teachers' views about the inclusive education schools. The reliability of the instruments was estimated as 0.87and 0.86 (Cronbach Alpha), whereas the content validity was estimated by taking the opinions of experts from the field of special and inclusive education. The IBM version 20 was used for the data analysis. Frequency of the responses along with their percentages was calculated. Majority of the teachers teaching in inclusive education have shown their concerns regarding lack of training to deal the students with visual impairment, strategies to adapt curriculum, provision of latest teaching technology and lack of extrinsic motivation by school administration. Majority of the students with visual impairment who were placed in regular schools highlighted unavailability of adapted material, lack of supportive services and facilities, guidance and counselling, lack of medical facility and unavailability of adapted curriculum as deficient areas of their schools. Majority ratio of teachers and students had positive opinions about inclusive education. Conclusions were drawn and recommendations were given to the stakeholders.
European Educational Research Journal, 2009
The study investigated how to facilitate teachers in developing their work in improving the teaching and learning of children with visual impairment (CVI) accommodated in ordinary classrooms. The study takes the form of collaborative action research where the researcher works in collaboration with the teachers. The project is being conducted in the three ordinary primary schools accommodating CVI in Tanzania. The findings for the first phase of the project indicate that there are qualitative differences in views about the challenges facing CVI in their learning. Teachers indicated lack of skills in preparing teaching aids, and knowledge and skills in managing classrooms as main challenges. As a result CVI were of the opinion that lack and use of teaching aids and classroom communication were the main barriers to their learning process. On the other hand, parents of CVI had views that learning is of value if their children will be employed later on, otherwise, they learn so that they...