https://kerd.ku.ac.ke/handle/123456789/95 2026-08-02T07:24:29Z https://kerd.ku.ac.ke/handle/123456789/1444 Determinants of Primary School Wastage for Learners with Disabilities in Coast Province, Kenya: Towards A Theoretical Prevention Model Mazrui, Lubna Munir This mixed methods study investigated the determinants of primary school wastage for learners with disabilities in the Coast province of Kenya. The study sought to: establish patterns of grade repetition and dropout, investigate determinants of wastage, establish the impact of wastage on learners and dropouts, and develop a model on how wastage can be reduced and educational access and achievement enhanced. The study participants were primary school learners with disabilities in special schools and units/integrated programmes in regular schools, school dropouts, adults with disabilities who were former learners of special schools and units/integrated programmes, parents of repeaters and dropouts, and primary school teachers. Participants were sampled through purposive and snowball sampling techniques. Research data was collected through documentary analysis, interviews and Focused Group Discussions. Data was analyzed using descriptive statistics and discourse analysis. Study findings revealed that repetition and dropout of learners with disabilities was not frequent, and that wastage affected boys and learners with hearing impairments most. Findings also revealed that the wastage of learners with disabilities resulted from economic, socio-cultural and other factors which were neither economic nor socio-cultural. Findings further revealed that wastage has a negative impact on learners and dropouts with disabilities, and that this impact can be decreased by employing various measures for preventing wastage. The implications of these findings are discussed. A model for preventing wastage and improving the educational achievement and academic success of learners with disabilities, based on the findings of this and previous studies, is also proposed. This model consists of several measures to be implemented at the community and school levels. A Thesis Submitted In Fulfillment for the Award of Doctor of Philosophy in the School of Education, Department of Special Needs Education, Kenyatta University, September 2014 2014-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/818 Role of Parents in the Education of Mentally Retarded Learners in Selected Schools in Madaraka Zone, Kiambu County, Kenya Joseph, Gathua; Muthee, Jessica The purpose of the study was to examine the effects of parent’s involvement in education on the academic performance of the mentally retarded learners in primary schools of selected schools in Thika Municipality, Kiambu County. The objectives of the study was to determine whether cultural beliefs among the parents affects the enrolments of mentally retarded children in the area under study; determine whether the parents teach their mentally retarded children adaptive skills; establish whether the parents of mentally retarded children play their role effectively as far as the education of their children is concerned and to find out whether the parents understand and appreciate the importance of taking their mentally retarded children for assessment. The researcher used descriptive design to collect data. The target population was all parents and teachers of mentally retarded children in the selected schools under study. Purposive sampling was done to select fifty parent and fifty teachers as sample population. Data from the research instruments was sorted, coded and summarized data analyzed using computer software. The major findings of the study was that cultural beliefs, negligence, lack of sensitization and lack of technical skills among the parents and the teachers were the major causes of low enrolment of mentally retarded children in selected schools under study. The study recommended that parents and their siblings should appreciate their little achievement in order to boost their morale. That they should be allowed to interact and socialize with their peers; simulative home environment be provided and an opportunity to learn through special education be provided. Modified curriculum be used by teachers in order to accommodation all the needs of learners with intellectual challenges. Specialized training for teachers should be given by Ministry of Education. An article published in Journal of Education and Practice 2016-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/795 Assessment of Institutional and Personnel-Related Challenges Facing Educational Programme for the Mentally Challenged Persons at Kaimosi Special School, Kenya Mmbwanga, Daniel M.; Matemba, Collins K.; Bota, Kennedy N. The Mentally Challenged child (MC) can achieve a lot if the right environment and curriculum are designed for him/her. However, the realization of the desirable outcomes faces many challenges. The objective of the study was to examine institutional and personnel-related challenges facing education programs for the MC persons at Kaimosi Special School. The study adopted a descriptive survey design. The theoretical framework was based on Context, Input and Process Product Approach (CIPP) model of evaluation. Stratified sampling, purposive sampling and simple random sampling techniques were used to come up with the sample size. A total of 22 participants were selected comprising of one education officer, 3 administrators (2 male and 1 female), 8 teachers (5 female and 3 male) and 10 care givers. Questionnaires, interview schedules and document analysis were used to collect data. The study established that heavy workload, lack of motivation, poor staffing, high levels of stress, overcrowding in class, tiny classrooms, and inadequate resources were the most serious challenges facing Kaimosi Special School. It was recommended that the Special Education Department in the Ministry of Education should be strengthened with additional resources and trained personnel to handle issues of special education. There is need to engage all stakeholders in order to ensure that there are sustained efforts to provide quality programs for the mentally challenged. An article published in Journal of Education and Practice 2015-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/789 Parental Roles in Provision of Mobility and Educational Resources for Children with Physical Challenges a Case of Joytown Special School, Kiambu County, Kenya Kamau, Joyce Children with physical challenges have developmental needs and rights like other children and due to their exceptionality they call for more attention in provision of adequate quality mobility and educational resources to enhance their holistic development. However, it is apparent that provision of resources to children with physical challenges has not been possible in Kenya due to various factors which are not yet understood. The study drive was to explore parental role in the provision of mobility and educational resources to children who are physically challenged. The study sought to establish parents’ involvement in provision of mobility and educational resources. The study was carried out in Joytown Primary School for the Physically Challenged in Thika Town. The school was purposefully selected because it is best suited for the study since it caters for children in the category of special needs being addressed in the study that is physical challenges. Case study design was used. Target population of the study was 100 children with physical challenges, 200 parents and 4 teachers and the head teacher. Stratified random sampling method was employed to arrive at a Sample size of 30 children with physical challenges, purposive and opportunity sampling to arrive at 30 parents and purposive sampling to arrive at 4 teachers. Therefore, the total sample size was 64. The data were collected using various techniques which included questionnaires for the teachers, interview guides for parents and observation guides for children. Collected data were analyzed using both quantitative and qualitative methods. Quantitative methods entailed use of descriptive statistics such as frequencies and percentages which enhanced discussion of qualitative data which was organized into themes and categories and presented in discussion form. The study established that parental involvement in provision of mobility and educational resources is minimal. The main recommendation of the study is that government should have a budgetary allocation meant specifically for purchase of mobility and educational resources and maintenance of facilities since it’s a noble course which would ensure that children are actively involved in learning activities therefore enhancing holistic development hence molding children with physical challenges to become self-reliant and productive citizens. An article published in Journal of Education and Practice 2017-01-01T00:00:00Z