https://kerd.ku.ac.ke/handle/123456789/71 2026-08-10T05:40:45Z 2026-08-10T05:40:45Z Githaiga, Dorcas Njeri Kiptiony, Gladys Ngumi, Owen https://kerd.ku.ac.ke/handle/123456789/1463 2020-07-01T08:48:28Z 2017-01-01T00:00:00Z

The Impact of Head teachers Support in Implementing the Guidance and Counseling Programme (GCP) for Promotion of the Hearing Impaired Pupils’ Development in Selected Counties, Kenya Githaiga, Dorcas Njeri; Kiptiony, Gladys; Ngumi, Owen This study investigated the impact of head teachers‟ support in implementing the guidance and Counseling programme (GCP) in schools for the hearing-impaired pupils in the counties of Nakuru, Nairobi, Kiambu and Machakos. These counties have a total population of 776 pupils, 90 teachers and 9 head teachers. Pupils in class six to eight who comprised 243 were selected for the study. This ex-post facto descriptive survey used self-administered questionnaires and interview guide for data collection. A pilot study preceded the main study to ascertain the reliability of the questionnaire items. Cronbach‟s Coefficient Alpha method was used to measure the internal consistency of items. The results yielded reliability co-efficient of 0.77, 0.70 and 0.71 for the pupils‟ questionnaire, teacher counselors‟ questionnaire and head teachers‟ questionnaire respectively. Descriptive statistics and chi-square test were used to analyse the data using Statistical Package for Social Sciences (SPSS). Findings revealed that the head teachers did not offer adequate support to the guidance and counseling programme and this coupled with challenges facing teacher counselors makes the guidance and counseling programme not to achieve the intended purposes. The study recommends that Head teachers provide required resources for the guidance and counseling programme to ensure full implementation and purpose to create awareness to teachers and parents with hearing impaired child on the importance of collaborating with them in ensuring overall development of the children through the guidance and counseling programme. An Article Published in Scholars Bulletin

2017-01-01T00:00:00Z Odhiambo, Janet Auma Omoke, Charles Aloka, Peter J. O. https://kerd.ku.ac.ke/handle/123456789/1402 2020-06-30T07:39:24Z 2016-01-01T00:00:00Z

Effectiveness of Motor Skill Training on the Performance of Dressing as an Activity of Daily Living by Kenyan Pupils With Cerebral Palsy Odhiambo, Janet Auma; Omoke, Charles; Aloka, Peter J. O. The study established the effectiveness of Motor Skill training on the performance of Dressing as an Activity of Daily Living by Pupils with Cerebral Palsy in one special school for pupils who are physically challenged in Kisumu, Kenya. The study adopted a Pre-test, Post-test experimental study design. Sample size of the study comprised 25 respondents which included 12 pupils with cerebral palsy, 3 teachers in charge of the pupils in the school, 8 parents of the pupils and 2 physiotherapists. Purposive sampling technique was adopted to select the respondents. Data collection tools included observational checklist, interviews and Focus Group Discussions. Piloting was carried out before the onset of the study to establish validity and reliability. Wilcoxon Signed Rank Test was used to test the hypothesis. The study's findings revealed that, after motor skill training, there were improvements on motor skill functioning among pupils who received training, while those who did not receive any training had no improvements. The study recommends that community based rehabilitation centers be set in every community to work in collaboration with the medical personnel, teachers and parents in helping with the training of motor skills to aid the pupils in being self reliant. An Article Published in Journal of Educational and Social Research MCSER Publishing, Rome-Italy

2016-01-01T00:00:00Z Onyango, Susan Atieno https://kerd.ku.ac.ke/handle/123456789/1192 2020-06-23T06:56:40Z 2014-01-01T00:00:00Z

Internal Efficiency of Special Needs Education Institutions on Access to Primary Education of Learners with Mental Learning Needs in Siaya County, Kenya Onyango, Susan Atieno The challenge posed by the new approaches aimed at increasing access to education by learners with mental learning needs in Kenya requires re-appraisal of the institutions. This study is an attempt to analyze the internal efficiency of special needs education (SNE) institutions and discuss its influence on access to primary education of learners with mental learning needs in Siaya County. The study attempted to answer the following themes from research questions: internal efficiency of the selected SNE schools, cause of inefficiencies, enrollment rates, and causes of low enrollment rates, relationship between IE and GER and finally measures to solve inefficiencies .case study research design was used. The sample consisted of 7 schools: the 3 public special schools purposively selected and 4 mainstream units selected using simple random sampling from the mainstream units in Siaya County. Respondents consisted of 7 head teachers purposively selected 30 teachers selected using simple random sampling and the data collection instruments included teachers’ questionnaires, interviews schedules ,observation checklists and document analysis guides .the data were analyzed using descriptive statistics with the help of SPSS version 20 and presented in table and graphs . the findings reveled that public special schools and higher IE co-efficient (13.75%) than mainstream /special units (33.27%). A direct relationship between internal efficient and access rate (GER) was established. It was concluded that inclusive learning has not been embraced in Siaya County and enrollment rate of these learners are still very low. The study recommends thorough sensitization of the parents and the community as a whole besides increasing governments’ allocation to EARC offices and SNE institutions. It is hoped that these measures will ensure efficient institutions and in turn 100% access rate of these learners in Siaya County. A thesis submitted to the faculty of education in partial fulfillment of the requirements for the award of masters’ degree in educational research and evaluation The Catholic University of Eastern Africa (CUEA) Nairobi, Kenya August 2014

2014-01-01T00:00:00Z Frantz, Jose´ Phillips, Julie S. Matheri, Joseph M. Kibet, Joanne J. https://kerd.ku.ac.ke/handle/123456789/922 2020-06-09T07:40:56Z 2011-01-01T00:00:00Z

Physical activity and sport as a tool to include disabled children in Kenyan schools Frantz, Jose´; Phillips, Julie S.; Matheri, Joseph M.; Kibet, Joanne J. This article presents a brief history of the disability movement in East Africa and is the first study of its kind in Kenya. The study aimed to determine the physical activity levels of disabled and non-disabled children at schools in selected provinces in Kenya. A cross-sectional study was conducted with children in three high schools offering inclusive education and in three government boarding high schools. Thirty-six per cent of the disabled children were physically active compared with 64% of the non-disabled children. However, there are barriers to participation and there is a need to increase physical activity participation and to create awareness of the health benefits of physical activity among the disabled population An Article published in Sport in Society Journal

2011-01-01T00:00:00Z