Inequlities in SNE

Identification of Reading Disabilities and Teacher-Oriented Challenges in Teaching Reading to Standard Five Learners in Nyeri and Nairobi Districts, Kenya

2010-01-01T00:00:00Z

Identification of Reading Disabilities and Teacher-Oriented Challenges in Teaching Reading to Standard Five Learners in Nyeri and Nairobi Districts, Kenya Runo, Mary N. The study aimed at finding out whether teachers can identify the causes of reading disabilities in learners. It intended to establish whether teachers have adequate knowledge of identifying learners with reading disabilities, determine the proportion of non-readers in class five. It also investigated the existing methods and materials teachers use in teaching and remediating reading including the difficulties teachers encounter when teaching. Finally, the study aimed at finding out the correlation/relationship between gender and reading disabilities among learners. This study adopted both qualitative and quantitative research approaches where mixed method design was used for collecting and analyzing data for both teachers and learners. The study embarked on interviews for learners by use of structured interview schedule. Learners were also assessed to determine the level of reading ability. The study also used semi-structured questionnaires for teachers. A focus group interview was also held with teachers sampled for the study. The study was conducted in Central and Nairobi provinces where Nyeri and Nairobi districts respectively were used. Purposive sampling was used to select the provinces, districts, divisions, primary schools, populations and the target groups, in this case of the teachers and learners. This was based on KCPE results analysis for 2006. The division that performed best overall in Nairobi and the poorest performing division in Nairobi from KCPE results, 2006 were used as locations for the study. Nyeri District was representative of rural primary schools and therefore, the municipality and one rural division were selected. In this case Nyeri municipality division and Othaya division were selected. There were 4 schools sampled from each of the 4 divisions, giving a total of 16 schools from both Nairobi and Nyeri. In each school, 15 pupils were purposively selected from the list of those learners scoring 250 marks and below from their end of standard 5 examinations. Where learners were more than 15 scoring 250 marks and below, the researcher used random sampling. A total of 240 learners were sampled for the study. Eighteen teachers who taught English to class 5 learners in 2006 were selected for the study. Sixteen class teachers were also included in the study, making a total of 34 teachers. There were 5 types of instruments namely: questionnaires for teachers and learners, assessment tools for reading – word list A to E, passage 1 to 4; checklist on reading errors and learners’ reading attitude survey. There was also a focus group discussion with teachers in the study. Statistical Package for Social Sciences (SPSS) was used to analyze quantitative data from the assessment tools, questionnaires for learners, and reading attitude survey. All the hypotheses were tested at p<0.05. Pearson product moment correlation coefficient was used to measure the strength and direction of the relationship between different variables. Chi-square test was also used. Teachers’ questionnaire was analysed quantitatively. The results were obtained based on the objectives, questions and hypotheses of the study. It emerged that teachers assessed their learners reading ability but they did not use proper methods of assessment; teachers were able to identify children who could not read at class level as non-performers but were not able to identify the specific reading difficulties. Non-readers ranged from 0 to 27.1% for Nairobi and 0 to 53.6% in Nyeri districts respectively. Almost half of the teachers in the study neither taught reading nor did they know the methods to use in teaching reading. The study indicated that there were more boys (103) than girls (78) who could not read. The study concluded that teacher training syllabus on reading whether in mother tongue, Kiswahili or English be adequately developed to cater for individual learners and equip the teachers with methods for teaching reading proficiently. More time should be given to teaching reading, assessing reading and remediating reading disabilities both at the primary teacher education colleges and at primary schools; reading is an ongoing process and therefore it is recommended that reading should be taught as a subject throughout the primary levels (standard 1 to 8) but be within the developmental states of reading; reading readiness curriculum should be developed for early childhood and at primary levels. Such policy should ensure smooth transition of learners’ movement from home, preschool and primary schools. Finally, the study recommended that for adequate development of teacher training syllabus on reading in mother tongue, English or Kiswahili be given more time. A Research Thesis Submitted in Fulfilment of the Requirements for the Degree of Doctor of Philosophy in Special Education of Kenyatta University, March 2010

Techniques to Support Early Identification of Children with Vision Problems in Public Primary Schools in Central Kenya

2013-01-01T00:00:00Z

Techniques to Support Early Identification of Children with Vision Problems in Public Primary Schools in Central Kenya Mwangi, Sarah Wanjiku The aim of this study was to establish whether children with vision problems were identified early and given support to avoid visual impairment in Kiambu, Murang’a and Kirinyaga Counties in Central Kenya. Although visual impairments remain a major threat especially to school children, they can be avoided through early identification. Unfortunately, children with vision problems have largely remained undetected and unsupported. Even worse, the children stand a higher risk of developing visual impairment and failure to attain their academic potential. The major aims of this study were to identify children with vision problems and to explore teacher constraints that hindered early identification of children with vision problems. The study employed a descriptive research design. Convenience sampling was used to select public primary schools from Kiambu, Murang’a and Kirinyaga Counties. Purposive sampling was used to select the respondents including school children from classes two and three, class teachers and head teachers. In data collection, interviews, vision problem identification checklists and visual acuity checker were used which generated qualitative data. Data were analyzed using descriptive statistics and narratives. The findings of the study were: Teachers lacked special education qualifications necessary for effective identification of children with vision problems, a significant number of children were identified with vision problems including those who were holding book close when reading, had a tendency to move near or away from light and those who experienced difficulties reading from chalkboard. About 9% percent of the children had significant visual loss and among them, 1.3% had severe visual loss and could not see using the affected eye/s. Teachers experienced constraints in identifying and supporting children with vision problems like lack of necessary knowledge and skills, lack of qualified personnel to do visual checkups and lack of school visual screening programs. Recommendations included routine vision screening programs for all school children, special education seminars and workshops to equip teachers with relevant knowledge and skills about vision problems identification and necessary support, inclusion of the component of special needs education in pre- service teacher training colleges and creation of vision problem awareness amongst parents and the children. A Research Thesis Submitted in fulfillment of the requirements for the Degree of Doctor of Philosophy in the School of Education of Kenyatta University, October 2013

Quality of Education Offered To Children with Special Educational Needs (SEN) In the Era of Free Primary Education (FPE) In Rural Kenya: Perspectives of Educationists, Teachers and Parents

2011-01-01T00:00:00Z

Quality of Education Offered To Children with Special Educational Needs (SEN) In the Era of Free Primary Education (FPE) In Rural Kenya: Perspectives of Educationists, Teachers and Parents Omoke, Charles M. The education of children with special educational needs (SEN) has been a focus of international inquiry. There is a strong advocacy for the inclusion of children with SEN in regular schools although this remains contentious and challenging. Despite an emphasis by the Kenyan government that children with SEN should be included in regular schooling, there has not been substantial investigation especially in rural settings on how these children can receive quality education. This thesis seeks to address this issue by exploring the perspectives of educationists, teachers and parents on the quality of education offered to children with SEN in the era of free primary education in a rural setting. A qualitative interpretive approach to research was used to generate data through interviews with government officials, teachers and parents, focus group discussions with regular teachers and observations in three schools spread over three rural districts. Thematic analysis was employed in analysing the data. A critical theory approach focusing on social justice and rights of children as enshrined in the United Nations Convention on the Rights of the Child (UNCRC) was used as a lens. The findings revealed that despite policy articulation, children with SEN occupied the role of “others” in schools and the society and were described in negative terms. Participants, especially regular staff and parents were emphatic that children with SEN required “experts” and “special” resources both of which were not available in regular schools. The participants felt that the available curriculum was relevant for “normal” children and therefore could not meet the educational needs of children with SEN. The broad conclusion drawn from this study is that there is need to distinctly define the terms inclusive education, special education and mainstream education in a way that the core stakeholders can understand, interpret and implement within their contexts. Designing a means of progress monitoring other than national examinations may help motivate both regular teachers and parents to see the need to have children with SEN in regular schools. There is need for further investigation on how regular teachers can be persuaded from existing beliefs that they are not qualified to teach children with SEN and how to convince parents that their children are worthy of an education. A thesis submitted to the Victoria University of Wellington in fulfilment of the requirement for the degree of Doctor of Philosophy in Education Victoria University of Wellington, 2011

Peer-Mediated Support Strategies for Enhancing Social Interaction Skills of Children with Autism Spectrum Disorders in Public Primary Schools, Migori County, Kenya

2019-01-01T00:00:00Z

Peer-Mediated Support Strategies for Enhancing Social Interaction Skills of Children with Autism Spectrum Disorders in Public Primary Schools, Migori County, Kenya Ogogo, Joyce Achieng A fundamental feature of social life is social interaction, or the ways in which people act with other people and react to how other people are acting, which is a deficit in learners with Autism Spectrum Disorders in Public Primary Schools in Kenya. It sought to establish peer-mediated strategies enhancing social interactions of children with Autism in Migori County, Kenya. The objectives were: peer-mediated strategies currently used by teachers, the extent to which play activities enhance social interactions of children with ASD, the influence of peer buddy approach on social interactions of children with ASD, the effect of peer networks on social interactions of children with ASD, and investigation of peer implemented pivotal response training on enhancement of social interactions in children with ASD. Observational Learning Theory was adopted and a descriptive survey design in this study. The sample size constituted 30% of target population: 10 schools, 10 head teachers and 37 assistant teachers. Thirty-four children with Autism and 64 typically developing peers also participated in this study. Five Educational Assessment and Resource Centre coordinators from each Sub-County education office in Migori County and 5 parents of children with Autism also participated in the study. The sampling techniques used in this study were stratified random sampling and purposive sampling. Mixed method approach was used to gather data. The research instruments used were questionnaires, interview schedule, Focus Group Discussion, and observation checklists. Piloting of the study was done at Senye Primary school in Nyatike Sub-County and analysis of instruements revealed a reliability of 0.80. Validity of the instruments was judged by the experts.The data collected was analyzed using both descriptive and inferential statistics. The main techniques used to analyze the data were Predictive Analysis Software (PASW) formerly Statistical Package for the Social Sciences (SPSS) software version 22 and Chi-Square. The major findings of this study were that peer-mediated strategies such as play activities, peer buddy approach, peer networks, and peer-implemented pivotal response training, enhanced social interactions of children with Autism Spectrum Disorders. This study recommended that: Ministry of Education should develop programmes to ensure retention of children with Autism in public primary schools and initiate a competence-based curriculum that allows children with Autism to learn at their own pace and interest; parents of children with Autism should be trained on peer-mediated strategies to use with their children to enhance social interactions at home; the findings of this study should inform active formulation of policies and legislation relevant to the plight of children with Autism; Teacher Training Institutions and Universities should incorporate in their curriculum peer- mediated strategies enhancing social interactions in children with Autism to promote inclusion. Further research should be carried out in all counties in Kenya on peer-mediated strategies enhancing social interactions in children with Autism. In addition, further research should consider other areas of functioning in children with Autism. A similar study should be conducted in special schools serving children with Autism in Kenya. A Thesis Submitted in Fulfilment of the Award of a Degree of Doctor of Philosophy in Special Needs Education, in the School of Education of Kenyatta University, May, 2019