Teacher Training

Analysis of Teachers’ Perceptions on Instruction of Braille Literacy in Primary Schools for Learners with Visual Impairment in Kenya

2020-06-19T07:49:20Z

Analysis of Teachers’ Perceptions on Instruction of Braille Literacy in Primary Schools for Learners with Visual Impairment in Kenya Chomba, Wa Munyi The purpose of the study was to investigate and analyze teachers’ perceptions on instruction of Braille literacy in special primary schools for learners with visual impairment in Kenya. To address the problem of decline in Braille literacy as a result of teachers‟ reluctance to learn and teach Braille in these schools, seven objectives were formulated to determine and establish teachers‟ perceptions on the Braille Code, and factors influencing instruction of Braille in schools, as well as establishing their professional preparation, dual media for learners with low vision and the relationship between Braille and technology. The study targeted five (5) primary schools which had learners with visual impairment in the country and the target group comprised 132 teachers teaching in the five primary schools and five headteachers. The research adopted the descriptive survey research design and was based on Bruner’s perceptual model which explains the process of perceptual development. Multiple sampling techniques were applied to select the five schools and respondents. Out of fifty-eight (58) respondents, fifty-three (53) were teachers while five (5) were headteachers. A questionnaire focusing on the objectives of the study was used to collect data from the teachers. An interview schedule was used to collect data from the headteachers. Pilot testing of the teachers' instrument yielded a reliability of 0.842 while teachers' questionnaire was reviewed by experts to enhance validity. Quantitative data was analyzed using descriptive statistics namely: frequencies and percentages. The statistics were generated by means of the Statistical Package for Social Sciences (SPSS) version 22.0, while qualitative data was analyzed through narrative analysis and thematic approach. The findings revealed that Braille literacy skills have declined in special primary schools for learners with visual impairment and that factors perceived by teachers as causes of this decline in Braille standards include: increase in multiple disability population, pupil-teacher ratio, inadequate teacher preparation and teacher incompetence. The findings also indicated that teachers were not specially trained in Early Childhood Education (ECD) for learners with visual impairment. The study findings further revealed that nearly two-thirds of the teachers believed that children who use contracted Braille are better spellers and faster readers than children who read English Braille grade 1. Moreover, the research established that schools for learners with visual impairment do not have a standardized assessment tool developed to help teachers determine whether children should receive literacy instruction through Braille, print or through a combination of Braille and print, with a mean of 2.21. Finally, findings revealed that nearly three quarters of the respondents indicated that technological devices should be used to enhance Braille, not to replace it, with a mean response of 1.25. On the basis of these findings, the study recommends that policy-makers through the Teachers Service Commission should adequately support the ECD programmes for learners with visual impairment with specially trained teachers. The Ministry of Education should also facilitate Special Needs Education teachers to attend Braille refresher courses, seminars and workshops on a regular basis. The Ministry should also make a deliberate effort to increase funds to the schools for learners with visual impairment A thesis submitted in partial fulfillment of the degree of doctor of philosophy in the school of education special needs education Kenyatta University, June, 2017

Relationship between Teachers’ Perception of Causes of Challenging Behaviour and the Choice of Management Strategies among Learners with Autistic Spectrum Disorders

2020-06-19T07:20:40Z

Relationship between Teachers’ Perception of Causes of Challenging Behaviour and the Choice of Management Strategies among Learners with Autistic Spectrum Disorders Khasakhala, Edward Okaya; Galava, Priscilla The ministry of Public Health and Sanitation in Kenya together with ministry of Education recognizes that mental wellbeing is important in psychosocial well being and cognitive development of children. They point out that learners with emotional and behavioural problems may engage in truancy, delinquency, drug and substance abuse and other anti-social behaviour. If not addressed these problems may lead to poor academic performance, school dropout as well as criminal and antisocial behaviour. Teachers Perception of the causes of challenging behaviour may influence the way they respond to and manage challenging behaviour presented by learners with developmental disabilities. However, there is relatively dearth of research into this area. Little is known about how their perception of causes of challenging behaviour may influence the choice of management strategies. The purpose of the present study was to establish the relationship between teacher’s perception of causes of challenging behaviour and the choice of management strategies. Descriptive survey and correlation research design were adopted for the present study since they have been established as the best research paradigm for investigating behaviour. The study involved 106 teachers teaching in public primary schools that had learners with ASDs. The study used checklists, questionnaires, interview schedules, observation checklists, and document analysis guide. Ethical approval was sought from Maseno University. The perception of causes of challenging behaviour was moderately correlated to the choice of management strategies such as sociological factors and social stories, (r=0.521, p<0.01) and sociological factors and TEACCH strategy (r=0.435, p<0.01). . Efforts to be made by schools to address the teachers’ perception of causes of challenging behaviour as it has an influence on their choice of management strategies. An article published in Journal of Education and Practice

Teachers’ Perception of Challenging Behaviour among Learners with Autism and Its Influence on Choice of Management Strategies in Primary Schools in Western Kenya

2020-06-19T06:57:08Z

Teachers’ Perception of Challenging Behaviour among Learners with Autism and Its Influence on Choice of Management Strategies in Primary Schools in Western Kenya Khasakhala, Edward Okaya Teachers working with learners with Autistic Spectrum Disorders (ASDs) often feel ill prepared to manage challenging behaviours presented by them. Quite often, when they are faced with cases of challenging behaviour, they use coping strategies that have led to delinquency and other anti-social behaviours resulting into school dropout among these learners. Education Assessment records in Busia, Kakamega, Vihiga, Bungoma, Nandi, Kisumu and Siaya counties in Western Kenya indicate that between the years 2007 and 2012, 683 learners with ASDs had been assessed and placed in public schools out of which 202 had dropped out of school. Closer analysis of the records revealed that out of 283 learners assessed in Vihiga, Kakamega and Busia counties during this period, 135 had dropped out of school. These three counties accounted for 67 % of learners who had dropped out of school in the seven counties. Reason for this dropout has not been established although a number of studies seem to point at poor challenging behaviour management strategies. The purpose of this study was therefore to determine the influence of teachers’ perception of challenging behaviour on the choice of management strategies. Objectives of this study were to; analyze types of challenging behaviour presented by learners with ASDs in Western Kenya, assess strategies used in the management of challenging behaviours, determine the influence of teachers’ cognitive perception of challenging behaviour on the choice of management strategies, establish the relationship between teachers’ attitudes towards challenging behaviours and the choice of management strategies, establish the Relationship between teachers Perception of Causes of Challenging Behaviour and the Choice of Management Strategies. A conceptual framework was used to show the interaction of dependent and independent variables. Descriptive survey research and correlation designs were adopted for this study. Target population of the study was 106 teachers. A saturated sampling technique was used. The sample size for the pilot study was 20 teachers drawn from 2 special schools and 2 special units. The reliability coefficient was set at 0.70 and above at an alpha level of 0.05. Test-retest of three instruments namely, challenging behaviour checklist, challenging behaviour perception questionnaire and teachers’ attitude questionnaire in the pilot study yielded a reliability coefficient of 0.89, 0.75 and 0.78 respectively. Experts from the department of Special Needs verified face and content validity of the research instruments. Data was collected using questionnaires, observation checklist, observation schedules, interview schedules and document analysis guide. Correlation coefficient analysis, inferential statistics and regressions were used to analyze quantitative data. Qualitative data from observation and interview schedules were collected, organized and categorized into themes, which were reported. Findings of the study indicate that all the 59 behaviours sampled occurred among learners with ASDs in Western Kenya albeit at different frequencies and magnitudes. Strategies used in management of challenging behaviours included intensive interaction, behavioural therapies and augmentative communication. Intensive interaction was the strategy that was being used by teachers and the one that they had found effective 83 (78.3%). Cognitive perception of challenging behaviour influenced the choice of management strategies, teachers who perceived challenging behaviour presented by learners with ASDs as a time line episodic chose least restrictive challenging behaviour management strategies such as behavior therapy model (r= .421 ) while those who perceived it as time line chronic chose more restrictive strategies such as mental health consultation (r= 0.294 ). There was a moderate relationship between positive attitudes and the choice of least restrictive management strategies such as intensive interaction (r=0.438,) and negative attitudes with more restrictive strategies such as experimental functional analysis, (r=0.283,). The perception of causes of challenging behaviour was moderately correlated to the choice of management strategies such as sociological factors and social stories, (r=0.521,) and sociological factors and The Treatment and Education of Autistic and Related Handicapped Children strategy (r=0.435,). Efforts to be made by schools to address the teachers’ perception and attitudes towards challenging behaviour as they have an influence on their choice of management strategies. A Thesis Submitted In Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Special Needs Education Department of Special Education, Maseno University, 2016

Analysis of Interventions Teachers Use to Manage Learners with Selected Behavior Disorders in Primary Schools in Thika Sub County, Kiambu County, Kenya

2020-06-03T08:34:46Z

Analysis of Interventions Teachers Use to Manage Learners with Selected Behavior Disorders in Primary Schools in Thika Sub County, Kiambu County, Kenya Joseph, Gathua; Muthee, Jessica; Murugami, Margaret; Tekle, Tesfu Identification process is an important element of behavior disorder management in schools. For proper behavior management teachers need to identify learners with behavioral disorders in order to design intervention programs befitting their educational needs. Therefore, the purpose of this study was to analyze the intervention strategies teachers used in managing learners with selected emotional and behavior disorders (EBDs) in primary schools in Madaraka zone. The objectives were; to establish effectiveness of assessment methods teachers used in identifying learners with selected behavior disorders and to explore intervention strategies teachers used in managing learners with selected behavior disorders. The study used descriptive research design which was appropriate since it enabled the researchers to describe the situation as it existed. A questionnaire was used to collect data. Simple random sampling was done to select four schools which participated in the study. Purposive sampling was used to select a sample size of 30 class seven teachers. Data from the research instruments was analyzed and presented descriptively. The study found that the assessment methods teachers used to identify learners with EBDs were not effective and that teachers in selected schools did not use effective intervention strategies to manage behavior for learners with EBDs. The study recommends that in-service training for teachers be done with a view of building capacity in the area of identification processes and that Kenya Institute of Curriculum Development to give guidelines on behavior disorder management. The significance of the study findings is that it could help stakeholders to come up with effective intervention strategies in managing learners with behavior disorders as well as add to the existing literature on learner disorders. An article published in Journal of Education and Practice