Learning Challenges Encountered By Children With Visual Impairment In An Inclusive Setting In Kisanana Division, Mogotio District-Kenya

TABLE OF CONTENTS

DECLARATION.

APPROVAL ii

DEDICATION

ACKNOWLEDGEMENTS iv

TABLE OF CONTENTS v

LIST OF TABLE Vii

ABSTRACT Vll~

CHAPTER ONE

INTRODUCTION 1

Background I

Statement of the problem 3

The purpose of the study 3

Objectives

Research Questions 4

The scope of study 4

Significance of the study 5

Limitations~

Delimitations 6

CHAPTER TWO 7

REVIEW OF RELATED LITERATURE 7

CHAPTER THREE 18

METHODOLOGY 18

Introduction 18

Research design 18

Area of study 18

Target population and sample size 18

Sample procedure 19

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Research instruments.19

Data collection procedure 19

Documentary review 19

Data analysis 20

CHAPTER FOUR 21

DATA ANALYSIS AND PRESENTATION 21

Introduction 21

CHAPTER FIVE 29

DISCUSSION, CONCLUSION AND RECOMMENDATIONS 29

Introduction 29

Conclusion 35

Recommendations 35

APPENDIX 1 37

REFERENCES 37

APPENDIX II 40

INTERVIEW GUIDE FOR CHILDREN 40

APPENDIX III 42

QUESTIONAIRE FOR TEACHERS 42

APPENDIX IV 44

QUESTIONNAIRE FOR HEADTEACHERS 44

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ABSTRACT The main focus of this study to find out challenges faced by children with visual impairment in

an inclusive setting. The researcher picked interest in finding out the mode of communication

used by teachers instructional materials teachers use to instruct visually impaired learners,

teachers’ attitudes towards inclusion of children with visual impairment in regular schools and

findind ways of improving the education of these children.

To get the information needed an interview guide was designed for children with visual

impairment and questionaires prepared and distributed to headteachers and teachers in the

selected schools. Random and purposive sampling techniquues were used to select schools and

the respondents.

The findings revealed that children with visual impairment in regular schools experienced some

challenges which among others included; lack of specially trained teachers in special needs

education to cater for their learning needs and interests, inadeqaucy of appropriate equipment

and learning materials, inappropriate teaching materials and methods, negative attitudes of

teachers towards the education of the handicapped children and high teacher—pupil ratio in class

among others.

From the study, the following recommendations were made that; Special Needs Education

should be co-opted into Primary Teachers’ Colleges as a course, government, NGOs and other

stakeholders should intensify community awareness programmes about the rights of persons with

disabilities, refresher courses should be provided to teachers to equip them with knowledge and

skills to assitst learners with special learning needs and teachers be trained to make and use the

available local materials, primary school teachers should be encouraged to go for up grading

special needs education, parents of children with special needs should be encouraged to actively

get involved in the learning of their children among others.

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