http://hdl.handle.net/123456789/15712 2026-04-05T23:40:48Z http://hdl.handle.net/123456789/18869 DETERMINANTS OF MAINSTREAMING OF LEARNERS WHO ARE INTELLECTUALLY CHALLENGED IN REGULAR PUBLIC UPPER PRIMARY SCHOOLS IN GUCHA SOUTH SUB-COUNTY IN KISII COUNTY, KENYA SOFIA KERUBO AMORO The goal of Free Primary Education (FPE) in Kenya is to provide all school-going children with accessible and quality basic education in alignment with Vision 2030. However, children with special needs, particularly those who are intellectually challenged, face significant barriers to accessing quality education. These children are often excluded from regular classes, hindering their mainstreaming and development. This study aimed to investigate the determinants of mainstreaming children who are intellectually challenged in regular public primary schools in Gucha South Sub-County, Kisii County, Kenya. The objectives were fourfold: to examine the influence of teachers' training on the mainstreaming of intellectually challenged children; to explore the role of parents in mainstreaming these learners; to assess how physical infrastructure affects mainstreaming; and to establish the influence of teaching and learning resources on the process. A pilot study was conducted in Kisii South Sub-County to test the reliability and validity of the research instruments, achieving a reliability coefficient alpha of 0.785, which is close to the generally accepted threshold of 0.8, indicating reliable research instruments. The study employed a descriptive survey design and targeted 52 headteachers, 123 teachers, and a Sub-County Quality and Standards Officer (SQASO), totalling 176 participants. Public primary schools were classified into three educational zones. Stratified random sampling was used to select 16 schools, while purposive sampling identified headteachers and the SQASO. Teachers were selected through simple random sampling. The sample consisted of 16 headteachers, 37 teachers, and the SQASO, representing 30% of the population. Data collection tools included questionnaires, interviews, and observation schedules. The data were presented using frequency tables, charts, and graphs. Findings revealed that 64.9% of respondents possessed minimum professional qualifications, enabling them to provide reliable responses on mainstreaming determinants. However, only 37.5% of teachers were trained in Special Needs Education (SNE), highlighting a gap in essential skills. Moreover, the study found that 79.1% of parents failed to fulfill their roles in providing educational needs, underscoring the critical role of parental support in mainstreaming efforts. Physical infrastructure was another challenge, as most schools lacked adequate classrooms, administration offices, and sanitation facilities tailored for intellectually challenged learners. Teaching and learning resources were insufficient, with the majority of schools lacking appropriate materials and facilities to support inclusive education. These deficiencies negatively impact the mainstreaming process and hinder the realization of FPE goals for children with special needs. The study concluded that teachers' training significantly influences the mainstreaming of intellectually challenged children. Parental involvement also plays a crucial role in ensuring these learners receive adequate support. Additionally, physical infrastructure and teaching and learning resources directly affect the success of mainstreaming efforts. Based on these findings, the study recommended that the Ministry of Education ensure all public primary school teachers undergo specialized training to equip them with skills to handle intellectually challenged learners. Moreover, awareness campaigns should be conducted to sensitize parents on their roles in supporting their children's education. Investments in infrastructure and resources, including user-friendly facilities and sufficient learning materials, are essential to creating an inclusive education system. By addressing these factors, Kenya can enhance the mainstreaming of intellectually challenged children in regular public primary schools, aligning with the principles of Vision 2030 and the goals of Free Primary Education. The significance of this study lies in its potential to create awareness among educators, school administrators, and other service providers on areas requiring improvement in mainstream setups. By identifying gaps in teacher training, parental involvement, infrastructure, and resources, the study provides actionable insights that can inform policy and operational improvements. This awareness is crucial for fostering an inclusive educational environment that supports the holistic development of all learners, including those with intellectual challenges. The findings are expected to contribute to academic literature on special needs education and guide stakeholders in implementing effective strategies for mainstreaming, ultimately promoting equitable access to quality education for all children. 2025-01-01T00:00:00Z http://hdl.handle.net/123456789/17469 EFFECTS OF TEACHER CHARACTERISTICS ON ACADEMIC PERFORMANCE OF STUDENTS WITH HEARING IMPAIREMENT AT KAREN TECHNICAL TRAINING INSTITUTE FOR THE DEAF, NAIROBI COUNTY, KENYA IMBWAGA NIXON Professional training greatly influences the development of human resource capacities that in turn boost sustainable economic growth and development. Provision of quality education has been given emphasis in legislations and acts of parliaments. The purpose of this study was to establish effects of teacher characteristics on academic performance of hearing-impaired students at Karen Technical Training Institute for the Deaf with an aim of finding ways of improving the academic performance of the institution. It aimed to determine the effect of trained teachers in special needs education and instructional strategies used on academic performance of hearing impaired students at Karen Technical Training Institute for the Deaf. The study also correlated teachers’ perceptions on hearing impaired learners and their academic performance at the same institution at the time determining the effect of using Kenyan Sign Language for academic instructions on academic performance of hearing impaired students at this institute for the Deaf. The study was supported by the social learning theory by Albert Bandura. Descriptive research design was used to sample 30% of the targeted population thus 15 teachers and 113 students from a population size of 61 teachers and 450 students. Stratified and random sampling was used to get the number of respondents for the teachers as one stratum and for the students as the other. Simple random sampling was used to get the individual respondents from the two strata. Two sets of questionnaires were used for collecting data; one for the teachers while the other for the students. The questionnaires were validated and their reliability tested after pilot testing. Validity was achieved by discussing the items in the tools with the supervisors. Reliability, on the other hand, was achieved by checking internal consistence using Spearman-Brown prophecy formula. Raw data that was systematically organized, coded and analyzed through descriptive as well as inferential statistics. The results were thereafter presented through frequency tables. The study investigated the effect of independent variable on dependent variable using Multinomial Logistic Regression. It used the KNEC system to categorization put students into three levels namely Good, Fair and Fail. The results showed that an increase in teacher training in SNE increases the odds of students getting categorized as Good by 2.49. This implied that an increase in teachers training in SNE is associated with a positive increase in learners academic performance. An increase in instructional strategies increases the odds of students getting categorized as Good by 1.519. This implied that an increase in instructional strategies is associated with a positive increase in learners academic performance. An improvement on teacher perceptions increases the odds of students getting categorized as Good by 1.519. Additionally, the results indicated that using KSL increases the odds of students getting categorized as Good by 3.049. The results implied that the use of KSL was also positively associated with increase in academic performance. From this analysis, the researcher thus failed to accept the null hypothesis. The study recommended that teachers should be trained to have more confidence when it comes to the use of KSL so as to make them effective in their teaching, there is the need for improvement of sitting arrangement in classes by ensuring that they adopt horse-shoe shaped arrangement. In terms of perceptions of the teachers, teachers need to have higher academic and positive behavioral expectations of students with HI than of their hearing peers. This creates a learning environment that is positive to the learners. Teachers should embrace the use of KSL for academic instructions as it makes it easy for students with HI to understand academic content. 2024-01-01T00:00:00Z http://hdl.handle.net/123456789/15694 IMPACT OF ELECTRONIC BRAILLE NOTE-TAKING DEVICES ON ACADEMIC PERFORMANCE OF LEARNERS WITH VISUAL IMPAIREMENT IN SELECTED SPECIAL PRIMARY SCHOOLS IN KENYA DAVIES KIPROTICH Academic performance of learners with visual impairment in Kenya has been dismal over the years. Researches on performance for the visually impaired learners have pointed at various factors among them teachers’ attitudes, teaching environment, facilities, parents’ attitudes, setting of exams and time among other factors. Little has been attributed to lack of technology and limited use of technology which is the question for this study. Various technological advancements, including Electronic Braille note-taking (EBN) devices, have been developed and are now readily accessible for utilization. This study therefore intended to examine the impact of EBN devices on academic performance of visually impaired learners in special primary schools in Kenya. The study was guided by the following objectives: to determine the adequacy of electronic Braille note-takers, to determine the teachers’ preparedness on the utilization of electronic Braille note-takers in Braille instruction, to find out the learners’ attitudes towards the use of electronic Braille note-taking devices in learning and to deduce the impact of EBNs on the performance of learners with visual impairment in primary schools in Kenya. This study was directed by the theory of technology acceptance model (TAM). TAM centers on the connections that take place between an individual's perception of technology and their subsequent behaviour in using that technology. The study used a descriptive design while applying both quantitative and qualitative approaches. The study targeted a population of 15 Special schools with a population of 1982 learners, 238 teachers and 15 headteachers. Six special schools were deliberately selected for sampling: St. Francis Special School in West Pokot County, Kiomiti Special School in Kisii County, Marigat Special School in Baringo County, Korara Special School in Bomet County, Thika Special Primary School in Kiambu County and Kibos Salvation Army School for the Visually Impaired in Kisumu County. The data collection tools were piloted at Likoni Special School for Visually Impaired. The findings of the pilot study were subjected to Cronbach Alpha reliability test and Validity Coefficient Index to ensure the validity and reliability of the tools. Descriptive and thematic analyses were conducted on the data, with the results presented through tables and figures. The study's findings revealed insufficiency in the availability of EBN devices in schools catering to visually impaired learners. The teachers in special schools for the Visually Impaired learners were not well prepared to incorporate EBNs in instruction. The LVIs in Kenyan special primary schools exhibit a highly favourable disposition toward the integration of EBNs in their educational practices. The utilization of EBN devices has shown a positive influence on the academic achievements of the learners. These findings are intended to serve as valuable insights for the government and stakeholders of schools catering to visually impaired learners, urging them to enhance the supply and distribution of EBN devices to improve their sufficiency. Additionally, the study recommends the establishment of dedicated time for regular training sessions, both for learners and teachers, to effectively incorporate EBNs in teaching and learning processes. 2023-01-01T00:00:00Z http://hdl.handle.net/123456789/15684 EFFECTS OF MAINSTREAMING LEARNERS WITH AUTISM ON THEIR EDUCATIONAL EXPERIENCE IN PUBLIC PRIMARY SCHOOLS IN NYAMACHE SUB COUNTY, KISII COUNTY, KENYA. LEONIDAH MORAA ONSARE Autism is neuro developmental disorder resulting into impairment in communication and social interaction. Mainstreaming of learners with autism in schools is a global trend and has been the subject of ongoing research and discussion in recent decades. There exists little documented evidence on various strategies used by teachers to improve education experiences of learners with Autism in the mainstreamed schools, and their effects on educational experience for the autistic learners. This study therefore, aimed to assess the effects of; learners Peer Interaction, learners’ Selfmanagement, Antecedent Procedures, and Peer-Mediated Interventionsstrategies on educational experience of learners with autism in primary schools in Nyamache subcounty in Kisii County. The study was guided by Vygotsky’s theory and Autism Inclusive collaboration Model. A descriptive survey design was adapted in this study employing purposive sampling to select 47 respondents. The selected population was composed of 11headteachers and 36 SNE trained teachers from mainstreamed schools with Autistic learners in Nyamache Sub County. Structured questionnaires and observation schedules were formulated and examined for validity and reliability by computing the validity coefficient index and usingCronbach alpha reliability test. The instruments had 0.67 and 0.8 validity index and reliability index respectively hence, they were considered appropriate for use in data collection. Data was analyzed using both descriptive and inferential statistics. Descriptively, frequency and percentages were used while inferentially, the Spear-man Correlation and Chi Square test were used. Statistical Package for Social Science (SPSS) version 25 and Microsoft Excel were used as appropriate tools in the analysis. It was established that most of the respondents (84.8%) agreed that; peer interaction plays a significant role in enhancing education experience of learners with Autism. Similarly, majority of the respondents (62.1%, 80.5%, and 69.5%) indicated that learner’s self-management, use of antecedent procedures and the peer mediated Intervention respectively were important strategies for enhancing education experience for autistic learners. The Chi Square and Spearman correlation tests revealed significant association between the four selected strategies and educational experience of learners living with autism in mainstream primary schools reporting t values of 4.698, 5.393, 4.560, and 5.084 respectively. The study concluded that mainstreaming assists the learners with Autism as they learn new skills from their peers and hence their educational experiences were improved effectively. Based on the study findings, it was recommended that schools teaching model incorporated with antecedent procedures and peer mediated learning be considered as effective strategies in the mainstreamed schools to enhance the learning process and improve learning experience for autistic learners. 2023-01-01T00:00:00Z