Inequlities in SNE

Elements of Reversing Underachievement in Academic Performance among Gifted Secondary School Students, Kiambu County, Kenya

2016-01-01T00:00:00Z

Elements of Reversing Underachievement in Academic Performance among Gifted Secondary School Students, Kiambu County, Kenya Wanjaria, Josephine Wangari Abstract The purpose of this study was to investigate factors that contribute to underachievement and the role of varied strategies in reversing underachievement among gifted secondary school students. The study was carried out in Kiambu County because of its continued poor performance in KCSE examinations. The study was inspired by the researcher‘s experience in teaching. Questions of the role of the teacher in shaping the life of the learner are prominent: how are underachieving gifted learners managed given that they are found in every classroom, yet not many teachers understand them? The study employed the ex post facto research design to investigate possible cause-and-effect relationships by observing existing conditions for plausible causal factors. The target population of this study was 2,808 teachers in secondary schools in Kiambu County. A sample size of 306 teachers from 6 National Schools and 14 Extra-County Schools were selected. They were given the questionnaire to fill. Documentary evidence was utilized to identify learners who had been admitted with high KCPE marks but performed poorly in KCSE. Data was coded, analysed and presented in frequencies and percentages using tables. The Statistical Package for Social Sciences (SPSS, 20) was utilized for analysis. Negative attitude was assigned 1 to 2 or <3 and positive attitude was assigned 4 to 5 or >3. Out of the sample of 306 teachers, 254 filled in the questionnaires. The areas under investigation were common characteristics, factors that contribute to underachievement, role of assessment of students‘ performance and intervention strategies – Communication, Expectations, Role Model, Skill deficiencies and Reinforcements. It emerged that underachieving gifted have such characteristics as rebellion, perfection & passivity, and that there are factors that contribute to the state of underachievement like unfavourable home environment, intellectually unstimulating classrooms and peer pressure. The study results also revealed that assessment of underachieving gifted students is critical to reversing underachievement because it can manifest itself in varied ways in the school environment, and that reversal strategies like high expectations from teachers & peers, correction of skill deficiency and modification of reinforcement are important in reversing underachievement. The study recommends that teachers and parents be sensitised on reversal strategies for early identification, treatment and better collaboration between them. It further recommends that curriculum developers and policy makers design programmes and activities that facilitate the reversal of underachievement among gifted secondary school students. A research thesis submitted for the award of the degree of Doctor of Philosophy (Special Needs Education) in the School of Education of Kenyatta University. 2016

Educating Children with Emotional and/or Behavioral Disabilities in Kenya: A Right or a Privilege?

2007-01-01T00:00:00Z

Educating Children with Emotional and/or Behavioral Disabilities in Kenya: A Right or a Privilege? Bore, Julie Korir; Mukuria, Gathogo; Adera, Beatrice In spite of the United Nation's inclusion of education as a right for all in the Universal Declaration of Human Rights in 1948, many Kenyan children with emotional and behavioral disorders continue to be denied educational opportunities that have been provided for their peers without disabilities. Using surveys, the issues affecting the provision of educational services for children with E/BD in Kenya were explored. Findings indicated that the educational programming for children with E/BD has been negatively impacted by the lack of an explicit government policy on special education, inadequate funding, lack of public awareness and support, and persistent negative traditional beliefs, cultures, and practices. The Kenyan government and citizens must unite in promoting the education of these children as a right rather than a privilege. An article published in Journal of International Special Needs Education

Provision of Information Services to the Visually Impaired Students at Thika School for the Blind

2018-01-01T00:00:00Z

Provision of Information Services to the Visually Impaired Students at Thika School for the Blind Mbugua, Esther Njambi; Odini, Cephas; Chege, Andrew Provision of information services is central to learning and instructional process in schools including those of the visually impaired students. However, in most cases subject materials and learning activities are designed with normal sighted in mind. Whilst educators have vastly improved teaching techniques and facilities, it is still a problem that visually impaired students experience difficulties accessing the ordinary curriculum and has been worsened by the use of technology. The study was informed by the Moore’s Model of Social Needs and Wilson’s Model of Information Behaviour. The study was conducted using a case research and mainly used qualitatively and quantitatively approaches. Data was collected using interview schedules, the focus group guide and documentary review. The study establishes that provision of information to visually impaired students require improvement. The study concluded that authority and information providers in this area take recognition of visually information needs and channels of accessing information. The study’s recommends improvement of the existing information services, system and channel of disseminating information to visually impaired to serve them without discrimination. An article published in International Journal of Humanities and Social Science

Determinants of Participation in Physical Activity among School Going Adolescents with Disabilities in Kakamega County, Kenya

2017-01-01T00:00:00Z

Determinants of Participation in Physical Activity among School Going Adolescents with Disabilities in Kakamega County, Kenya Mogaka, Edinah; Bukhala, Peter; Nguka, Gordon Physical activity (PA) affords a wide range of health benefits to an individual. Among adolescents with disabilities, PA participation is thought to be related to the optimal development and functioning of physical, physiological, social and psychological processes. It is also widely believed that regular physical activity participation in adolescence leads to active adulthood and reduces the risk of chronic diseases of adulthood. Even with the well documented benefits of PA, there is a decline in PA as children progress from childhood to adolescence with more decline for adolescents with disabilities. Effective intervention strategies aimed at increasing participation depends on a good understanding of determinants of PA. This study assessed social and environmental determinants of participation in PA among school going adolescents with disabilities. The study employed descriptive survey research design to seek information through questionnaires on PA participation and the social and environmental factors that influence PA participation among adolescents with disabilities. Through stratified random sampling, 200 learners (127 boys and 73 girls) were selected from special units, special and integrated primary and secondary school in Kakamega County, Kenya. Their ages ranged from 10 to 21 years with majority (43%) aged between 13 and 15 years, 79% were in special schools, 17.5% in special units and 3.5% integrated in able bodied classes. Most adolescents (31%) were active three times a week with a high number (39%) active during the school officially scheduled games time. Socially, the adolescents indicated that their participation in PA was facilitated by encouragement from friends and peers (58.5%) as compared to family (38.5%) and teachers (35%). Lack of proper facilities 58.5% and appropriate equipment (63.5%) discouraged adolescents from being active in school. Other social and environmental dimensions had little influence. Given that most adolescents did not meet the recommended 60 minutes of PA daily, it is imperative that schools need to adapt programs and provide for more structured, disability specific PA to increase PA participation. Ensuring availability, accessibility and appropriateness of facilities and equipment would be central to ensuring adolescents have the opportunity to obtain the recommended PA. There is need for increased awareness and training among family members and teachers to increase support and advocacy of PA for adolescents with disabilities. An article published in IOSR Journal of Sports and Physical Education (IOSR-JSPE)