https://kerd.ku.ac.ke/handle/123456789/72 2026-08-10T05:18:59Z 2026-08-10T05:18:59Z Kuyaakachia, Andrew https://kerd.ku.ac.ke/handle/123456789/1260 2020-06-25T07:27:36Z 2018-01-01T00:00:00Z

New Inclusive Education Pedagogy: A Case of Learners with Hearing Impairments in Early Education Grades in Kenya Kuyaakachia, Andrew Holistic development in children takes place in the first 5 years of child development. This is a critical period when the child’s brain undergoes quick and rapid growth and development. Children acquire the ability to think and reason, speak and learn. Hearing impaired children in this stage are not able to undergo these processes normally as compared to children without hearing impairments. These learners to undergo these developments they have to be assisted by significant others around them. The significant others include teachers, parents and the government. Measures have to be taken including identification, assessment, referral to medical institution and educational programs. Inclusive educational programs are the appropriate places where intervention measures can be taken. In inclusive settings these children will be able to interact with peers of the same chronological age, they will play together and learn to share things early in life. It is in these settings these children will acquire basic education which will in turn assure future learning and development. In Kenya there are few inclusive early childhood programs where early interventions measures can be taken. Inclusive settings are the appropriate places where all children including those with hearing impairments access quality and equitable education. The teachers handling hearing impaired learners in these programs in Kenya do not have knowledge and skills of handling learners in inclusive early education programs. It is on this premise the present author analyzed the inclusive pedagogy from secondary data. The inclusive pedagogy involved knowledge and skills include the nature of hearing impairments, technology used for amplifying sound and the degrees of hearing loss, assessment procedures, communication methods, teaching methods, curriculum adaptation, and teaching/learning resources. Teachers should be trained in inclusive education pedagogy in Kenya so that they can provide quality education to all young learner’s early learners in inclusive settings including those learners with hearing impairments. An Article Published in The International Journal of Humanities & Social Studies

2018-01-01T00:00:00Z Nyakundi, Linet Imbosa Muhati https://kerd.ku.ac.ke/handle/123456789/1011 2020-06-15T08:29:20Z 2017-01-01T00:00:00Z

Psychosocial Support and Wellbeing of Orphans and Vulnerable Children (OVC) in the Context of HIV/AIDs: A Case Study of Early Childhood Development and Education (ECDE) Centres in Nairobi, Kenya Nyakundi, Linet Imbosa Muhati Psychosocial support and wellbeing of orphans and vulnerable children (OVC) in subSaharan Africa receive a lot of attention globally. However, great concerns still persist due to a multiplicity of factors that affect the children’s quality of life. This study examines experiences of psychosocial support and wellbeing of these children in Nairobi, Kenya. While there are few existing studies on the effects of HIV and AIDS on OVC in Kenya, most focus on OVC in primary schools and high schools leaving out infants and preschool aged OVC, as is the case in sub-Saharan Africa. Thus, information that details psychosocial experiences and wellbeing of OVC in preschools in Kenya is lacking. This study focused on OVC aged between 5 and 7 years old within a resilience theoretical perspective; investigated their lived experiences, risk exposure, support structures and other adaptive experiences. A total of 57 participants (45 were children and 12 teachers) from ECDE centres in Nairobi County were purposively sampled for the study. Multiple methods utilised included: visual stimulus illustrations, face-to-face and conversational interviews, thematic drawings, focus group discussions questionnaires and infrastructural and supportive resource assessment. Thematic content analysis (TCA) which was informed by phenomenological hermeneutic approach was used to analyse data. Findings consistently showed that, OVC were not only susceptible to numerous risk experiences due to environmental and care factors at home, but also on their way to and from school, and within ECDE centres. Nonetheless, ECDE centres exposed them to cognitive skills, social networks, safety, alternative care, primary health services, nutrition and resilience nurturance. These findings indicate the crucial role of having a collective action in reduction of adverse experiences and improving resources to empower the OVC in urban ECDE centres. Directions for further research could focus on expanded population-based studies examining poverty, malnutrition, resilience and coping resources among preschool children living with, and affected by HIV and AIDS, using creative multiple qualitative approaches. A more critical understanding on variations in sexes is equally important in intervention strategies for this group of OVC. Thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy in Psychology, School of Human and Community Development University of the Witwatersrand 2017

2017-01-01T00:00:00Z Maingi, Atanasia Wambui Njoka, Johannes Njagi Murage, Josiah Kinyua https://kerd.ku.ac.ke/handle/123456789/926 2020-06-09T08:02:16Z 2018-01-01T00:00:00Z

Home Based Variables Influencing Effective Implementation Of Inclusive Education In Kirinyaga West Sub-County, Kenya Maingi, Atanasia Wambui; Njoka, Johannes Njagi; Murage, Josiah Kinyua Inclusive education is a strategy designed to facilitate learning success for all children. Despite many efforts being put forth, many students with learning disabilities find it difficult to fit into the normal school environment. The study sought to find out the home-based variables that influence effective application of inclusive education in public primary schools in Kirinyaga West Sub-County. The study used the descriptive investigation research design and was directed by mainstreaming model propounded by Bandura’s. Purposive sampling was used to identify 10 public primary schools that offer inclusive education while simple random sampling using Gay formula (10-20%) was applied to select 10 students and 5 teachers in the selected schools. Pilot study was carried out to test the reliability of the instruments in a neighboring school in Kirinyaga Central Sub-County. The research instruments included two sets of questionnaires, one for teachers and the other for the students and an interview guide for the Sub-County Director of Education. Data was analysed using descriptive statistics such as means, frequencies and percentages. Data collected was presented in form of graphs and tables. The results showed that majority of the parents (75.6%) are not able to support the learners with basic needs in the school though they attend school meetings. The study also revealed that cultural practices have a negative influence towards effective implementation of inclusive education. The study recommends the need to sensitize and create more awareness to strengthen implementation of inclusive education in public primary schools in Kirinyaga West Sub-County. An Article Journal of Arts & Humanities

2018-01-01T00:00:00Z Kiarie, Mary W. https://kerd.ku.ac.ke/handle/123456789/913 2020-08-07T10:53:23Z 2014-01-01T00:00:00Z

Educating Students with Physical Disabilities in Kenya: Progress and Promises Kiarie, Mary W. The road to provision of educational and other services to individuals with disabilities the world over has been long. From intolerance and extermination, most world communities are now at an age where such phrases as “empowerment” “equal rights”, and “self-determination”, among others, are very significant in handling issues of education and employment for people with disabilities. However, there is not much literature on services for students with physical and/or other disabilities in Kenya. While this paper sheds light on this area of education, it also adds to the meager literature available on educating students with physical disabilities in Kenya. It focuses on identification, assessment, and current educational placement and services for this population. It begins with a brief review of the history of services for students with physical disabilities and discusses assessment, placement options and current services, and vocational and rehabilitative services available for this group of individuals. The article concludes with an overview of the various obstacles that preclude effective educational services for these children and youth in the country. An Article Published in International Journal of Educational Studies

2014-01-01T00:00:00Z