Adaptive Instructional Programs and Social Development of Visually Challenged Learners in Kanyangi Zone, Kitut County, Kenya

ABSTRACT 

The study investigated the relationship between the levels of adaptive instructional programs and social development of learners with visual challenges in Kanyangi Zone, Kitui County, Kenya. The study was guided by four objectives which included finding out the adaptive instructional programs used in enhancing social development of learners with visual challenges, establishing social development of visually challenged learners, examining the relationship between adaptive instructional programs and social development of learners with visual challenges and investigating the difference between gender and social development of Visually challenged learners in Kanyangi zone . The study adopted the Normalization Theory by Wolfrnsberger (1980) which postulates social inclusion of learners with any form of disability in daily activities. The study adopted a descriptive correlational design since it examined the relationship between two variables. The study population comprised of 216 respondents from which a sample size of 154 respondents was derived. A random sampling method was used to avoid any form of bias in the answering of interview guides and questionnaires. The study used two research instruments of data collection and the interview guide that was used to collect data from head teachers of selected schools. A closed ended questionnaire was used to collect information that needed simplified answers. In the study findings, the study revealed that adaptive instructional programs were highly used with the highest mean of 3.22 on the use of Braille during study time. The study also revealed that teachers play an important role in guiding learners on the use of adaptive instructions with a mean of 3.07. The study further revealed that the level of social development of learners with visual challenges was high since they mixed well with non-visually challenged learners. In determining the relationship between adaptive instructional programs and social development of learners with visual challenges, the study concluded that there was a relationship between the two variables with sig value of (0.000) which is less than 0.05 minimum level of significance. The study therefore rejected the null hypothesis that there is no relationship between adaptive instructional programs and social development of learners with visual challenges. The study concluded that there was need for development of adaptive instructional programs. Having presented the research findings, the researcher recommended that learners should be guided to enable them to participate properly in the learning process. The teachers also should include learners in the process of learning and intellectual development through participatory learning.

TABLE OF CONTENTS

DECLARATION A

DECLARATION B ii

ACKNOWLEDGEMENT

TABLE OF CONTENTS iv

LIST OF TABLES vii

ABSTRACT viii

CHAPTER ONE 1

INTRODUCTiON

1.1 Background of the Study I

1 .1 .1 Historical Perspective

1 .1 .2 Theoretical Perspectives 4

1.2 Statement of the Problem S

1.3 Purpose of the Study 9

1.4 Objectives of the Study 9

1.5 Research Questions 9

1.6 Research Hypothesizes 10

1.7 Scope of the Study 10

1.7.1 Geographical scope 10

1.7.2 Content Scope 10

1.8 Significance of the Study 10

1.9 Operational Definition of key Terms 11

CHAPTER TWO 13

LITERATURE REVIEW 13

2.1 Introduction 13

2.2 Theoretical Review 13

Corresponding Instructional programs according to Piaget 19

CONCEPTUAL FRAME WORK 21

2.3. Related studies 22

2.4. Research Gaps 23

CHAPTER THREE 24

METHODOLOGY 24

3.0. Research Design 24

3.1. Research Population 24

3.2. Sample Size 24

3.3. Sampling Procedure 25

3.4. Research Instruments 26

3.4. Validity 27

3.5. Reliability of Instruments 27

3.6. Data Gathering Procedure 28

3.7. Data Analysis 28

3.8. Ethical consideration 29

3.9. Limitations of the Study 30

CHAPTER FOUR 31

DATA PRESENTATION, ANALYSIS AND INTERPRETATION 31

4.0. Introduction 31

Level of Social Development of 7isually challenged Learners in Kanyangi Zone. 40

4.4 The level of Adaptive Instructional Programs used in enhancing Social Development of Visually challenged Learners (0.05 level of significance) 44

INTERVIEW GUIDE 46

CHAPTER FIVE 50

DISCUSSION, CONLUSIONS AND RECOMMENDATIONS 50

5.1. Introduction 50

5.2. Discussion of findings 50

5.3. Conclusions 51

5.4. Recommendations 52

5.5. Suggestion for Area of Further Research 53

REFERENCES 54

TRANSMITTAL LETTER 60

TRANSMITTAL LETTER FOR THE RESPONDENTS 61

APPENDIX II: CLEARANCE FROM ETHICS COMMITTEE 62

APPENDIX III: INFORMED CONSENT 63

FACE SHEET: DEMOGRAPHIC CHARACTERISTICS OF THE RESPONDENTS 64

RESEARCH INSTRUMENT 65