Masters of Education in Special Needs - Main Campus

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Learning needs and compliance to academic tasks of learners with hearing impairment in selected inclusive primary schools in Nairobi County – Kenya
(Kampala International University, College/School of Education, 2012-08) Keragia, Phyllis Bosibori
Hearing impaired learners have a range of learning needs which have a great and positive significance in their level of compliance to academic tasks. This study determined the correlation between degree of learning needs and level of compliance to academic tasks of the hearing impaired. The study adopted the following research objectives to; Determine the demographic characteristics of the respondents in terms of gender, age. Educational qualifications, number of years teaching experience and position held in school. Determine the degree of learning needs and the level of compliance to academic tasks of learners with hearing impairments and to establish if there is a significant relationship between the variables The study was based on the eco-system theory (Bronfenbrenner 1979) on the bio-ecological perspective on human development, which views hearing impairment as a barrier to learning and participation. The beneficiaries of the findings of this study were the teachers, parents, the community, education policy makers, implementers and curriculum developers, the government, Ministry of Education, administrators and collaborators, learners, other interested parties and the future researchers. The study employed a descriptive survey, which adopts descriptive correlation design in correlating variables. The target population included a total of 100 respondents from the eight selected inclusive primary schools in Nairobi County. Using purposive sampling, all individuals in the eight inclusive primary schools involved in teaching of hearing impaired learners were involved in this study and self-administered questionnaires were used as the main data collection instruments. The frequency tables and percentage distribution was used to determine the demographic characteristics of the respondents. The mean was used to determine the degree of learning needs and level of compliance to academic tasks. Regression analysis was used to determine the correlation coefficient. The research findings indicated that there was a positive and significant relationship between the variables. On this basis the researcher therefore was able to conclude that the degree of learning need has a positive impact on thee level of compliance to academic tasks of the learners with impairments. The researcher made recommendations on meeting learners needs to change level of compliance tasks of learners with hearing impairments
Effectiveness of token economy on homework compliance of students in Kiabonyoru Secondary School in Nyamira North, Kenya
(Kampala International University, College of Education, Open and Distance Learning, 2012-08) Maumba, Simeon
The purpose of this study was to investigate the effectiveness of token economy on homework compliance of students in Kiabonyoru Secondary school in Nyamira North, Kenya. It considered the age, previous social studies and overall grades in KCPE; the mean scores and significant difference in the pretest and post-test for experimental and control groups; the mean gain scores and significant difference in post-test in both groups. The study employed exploratory approach using experimental design and a pre-test —post-test technique. It involved twenty randomly selected homework non-compliant form one students. The pre-test and post test results were recorded in a record sheet and the students’ profile was presented on frequency and percentage distribution tables. The pre-test and post-test mean score, mean gains and significant differences were obtained by using the mean and the t-test. Majority of the students in the control group were older than those in the experimental group and most of the students in both groups had grades from C- to C+ in previous social studies and overall grades in KCPE. The experimental group had higher mean scores and mean gains in the post-test mean scores. The hypothesis of no significant difference in the pre-test mean scores and post-test mean gain scores between experimental and control groups were rejected. Hence the token economy was significantly effective in the experimental group. It was therefore recommended that teachers should use token economy system to develop homework compliance behaviors in their students
Learning Environment and Social Adaptation of Learners in Special Institutions in Nyamira District, Kenya
(Kampala International University, masters of special needs education, 2012-08) Omurwa N., Mary
The study surveyed on learning environment and social adaptation of learners with special needs in special schools/units in Nyamira District Kenya. This research determined further the following (1) profile of respondents (teachers) as to age, gender, academic qualifications and teaching experience (2) the level of conduciveness of learning environment (3) the level of social adaptation (4) the significant relationship between the level of conduciveness of leaning environment and level of social adaptation of learners with special needs. The researcher used the researcher made questionnaires to collect data. The researcher used means, percentages and frequencies in data analysis. Researchers’ findings established a positive significant relation between variables that is learning environment and social adaptation relationship between the two variables was rejected having a mean of 0.554 based on the findings. The recommendations were divided to the following aspects (1) teachers to prepare thoroughly (2) the ministry of education to conduct seminars to sensitize and motivate teachers and train more teachers on special needs (3) policy makers to formulate policies to favour learners and persons with disabilities (4) the future researchers to conduct similar research and fill the gaps that the researcher might has out
Learning Environment and Social Adaptation of Learners in Special Institutions in Nyamira District, Kenya
(Kampala International University. College of Education, Open & Distance Learning, 2012-08) OMURWA N., MARY
The study surveyed on learning environment and social adaptation of learners with Special needs in special schools/units in Nyamira District Kenya. This research Determined further the following (1) profile of respondents (teachers) as to age, Gender, academic qualifications and teaching experience (2) the level of Conduciveness of learning environment (3) the level of social adaptation (4) the Significant relationship between the level of conduciveness of leaning environment And level of social adaptation of learners with special needs. The researcher used the Researcher made questionnaires to collect data. The researcher used means, Percentages and frequencies in data analysis. Researchers’ findings established a Positive significant relation between variables that is learning environment and social Adaptation relationship between the two variables was rejected having a mean of 0.554 based on the findings. The recommendations were divided to the following Aspects (1) teachers to prepare thoroughly (2) the ministry of education to conduct Seminars to sensitize and motivate teachers and train more teachers on special needs (3) policy makers to formulate policies to favour learners and persons with disabilities (4) the future researchers to conduct similar research and fill the gaps that the Researcher might has out.
Social acceptance of mainstreamed learners in selected inclusive public primary schools in Chinato Zone, Kuria East District- Kenya
(Kampala International University, College of Higher Degrees and Research, 2012-08) Barisere, Mang’era John
The study topic was social acceptance of main streamed learners in selected inclusive public primary schools in Chinato Zone Kuria East District Kenya. The researcher used Questionnaire was used as an instrument for data collection. The study utilized descriptive survey design to compare the level of acceptance of mainstreamed learners in selected inclusive public primary schools. The researcher’s questions were set to determine the profile of the respondents in terms of age, gender, highest qualification, marital status, experience and position. To determine the level of social acceptance of teachers towards main streamed learners, to determine the level of acceptance of nonhandicapped learners towards main streamed learners, to compare the level of the level of acceptance for main stream learners and non disabled learners. The researchers sampled 8 schools with a population of 129 learners and 68 teachers. The sample size was determined by the use of Slovens formula. The purposive sampling procedure based on criteria. Either male or female teaching experience . it was found out that social acceptance of main streamed learners in selected inclusive public primary schools took different dimensions. Schools were friendly to the learners with special needs in their schools. Some learners showed degrees of shyness. Teachers in some schools accepted that learners were labeled as “Kiwete” crippled. The allocation for these learners were optimal. Learners were optimal . learners were not freely interacting with the environment. Some teachers in some schools were viewing learners with special needs as burden. They thought that learners would lower class mean scores. The researcher learned that despised special needs learners of low self esteem. Special needs learners should be fully accepted (Main streamed) .Most teachers found in public schools are in the age bracket of 25-33 years and 34-44 years. The majority of them are not trained to handle special needs learners. They are P1 holders and they had taught for over 10 years. These learners to be encouraged to finish their course of study. Teachers would advise the learners with special needs on the relevant courses of study and future carriers.
Teaching strategies utilized in selected inclusive primary schools in Nairobi east district-Kenya
(College of Education, Open & Distance Learning, 2012-08) Bosire, Esther Moraa
This research was carried out in order to determine teaching strategies utilized in selected inclusive primary school in Nairobi East District, Kenya. The study sought to determine the demographic characteristics of the respondents such as gender, professional qualifications, number of years of teaching experience in the primary school and number of subjects taught in one academic year. It also sought to establish the various teaching strategies utilized by the re respondents, the extent of the teaching strategies utilized by the respondents and the significant difference between male and female teachers in terms of extent of teaching strategies utilized. One hundred and sixty one respondents were involved in the study, the sampling was done using the universals sampling from six primary schools in the district. Data was collected using self-administered questionnaire. Data was collected using methods such as interviewing, questionnaires, reliability and validity, procedure for data collection and lastly data analysis and presentation results were coded in SPPS for better analysis. The study findings established that majority of the respondents were males at 59.4% of which the majority had certificate as the highest academic qualification comprising 49.7% while majority had teaching experience of between 3-4 years at 42.9%. The study also established that there are various teaching strategies utilized in inclusive primary schools which included the following; active learning ranked as the most commonly used strategy, followed by lecture method. Other teaching methods used include: case method, demonstration method, discussion method, collaborating method. Learning by teaching explanation method, cooperative method, interactive technology and distance learning in that order. The study also established that there was a relationship between gender and methods of teaching as well as teaching experience and methods of teaching however both were insignificant. The study recommended that a number of subjects taught in one academic year should range between 3 to 4.
Total communication method on the learning ability of hearing impaired children in Nyaramba Special Unit, Nyamira District, Kenya
(Kampala International University, College of Education Open and Distance Learning, 2012-08) Ndubi, Obadiah C.
This study experimented on total communication method on the learning ability of hearing impaired in Nyaramba special unit Kenya. This research determined further the following (1) profile of hearing impaired children as to age, gender and previous academic performance; (2) the mean scores of the learners in the pretest and posttest;(3) significant difference in the mean scores of the learners between the pre-test and post-test;(4) posttest mean gain of the learners. The quasi experimental design used the pretest and posttest techniques. In this study ten impaired children was included using inclusion and exclusive criteria. The pretest and posttest scores were documented in a record sheet utilized as the research instrument. The statistical parameters utilized were the frequency and percentage distribution for the profile of the children, the mean for the pretest and posttest mean scores and t-test for the significant difference in the pretest and posttest mean scores and mean gain. The findings of the study were as follows: profile male children(60%) female children (40%),the mean scores in the pretest(S.30,6.20,5.S0)were lower than the mean scores in the posttest(6.70,7.10,6.20). Posttest gradually reduced from session 1 to 3 although an evident increase was observed in the posttest mean gain from pretest to posttest. It was concluded that the hypothesis of no significant difference between the pretest and posttest mean scores was rejected. Therefore there was a significant difference between the pretest and posttest mean scores implying that total communication method was effective. Based on the findings, the recommendations were directed to the following aspects (1) teachers to prepare thoroughly (2) the Ministry of Education to conduct seminars and impress the importance of total communication (3) the future researchers to conduct similar research and fill the gaps that the researcher might have left out. (4) It was evident that the mean scores of female learners were relatively lower than those of male children implying that male children perform fairly better in mathematics than their female counterparts.
Communication approaches to the hearing impaired learners in selected schools Elgeyo Marakwet County, Kenya
(Kampala International University, College Of Open and Distance Learning, 2012-08) Jepchumba, Lilian Limo
The purpose of the study is to investigate the communication approaches for the hearing impaired in the schools and determine the effective use of the communication approaches. The instrument for data collection was a questionnaire. The data analysis that was used was descriptive statistics to describe data. The findings of the results indicated that sign language is commonly used in the selected schools in Elgeyo Marakwet county, Teacher’s face problems in these institutions when using the communication approaches, for example lack of equipment and that teachers agreed that for effectiveness of the communication approaches manual approach should be enhanced. It was concluded therefore that teachers in this schools should be sign language compliant and total communication philosophy should be enhanced. The teachers should also teach the learners to use other communication modes. It was therefore recommended that the Kenyan Government should avail funds to enable the schools acquire facilities and ensure that more teachers are trained in auditory and speech training.
Academic difficulties of hearing impaired learners in selected inclusive primary schools in Nyamira North district, Kenya.
(Kampala International University, College of Education, Open distance and learning, 2012-08) Ronald, Asamba
The learners who are hearing impaired have for years been stigmatized and despised although their potentiality is performing duties does not differ from that of non-hearing impaired learners. Due to this, the study on academic difficulties of hearing impaired learners in selected inclusive primary schools in Nyamira North District, Kenya specifically determined to further the following; determine the academic difficulties of the hearing impaired in inclusive schools, the extent and establish if there was a significant difference between male and female hearing impaired learners. The objectives of the study were meant to examine the academic difficulties faced by hearing impaired learners and then find out ways of assisting the learners academically. The researcher used descriptive survey design specially the descriptive comparative strategy, characteristics and behavior of hearing impaired were described and then compared between male and female hearing impaired learners. The researcher selected 109 respondents from a total of 150 teachers in selected inclusive primary schools. The researcher used a face sheet to gather data on the respondents’ demographic characteristics. Researcher devised questionnaires were used to collect data. The study established that learners with hearing impairments have a wide range of academic difficulties which have not been fully catered for to enable them learn effectively. The study concludes that majority of the teachers lack special skills in teaching learners with hearing impairment, MOEST does not consider hearing impairment as exceptional children in general to their need for extra funding in free primary institutions. The learners are discriminated against by their peers both outside and inside the classroom. Finally, the researcher recommends that the government to sponsor training programs on special needs, education to all teachers, provision of support services, teaching! Learning materials by the government, curriculum modification to suit the learners, guidance and counseling to the parents, teachers, siblings and the learners themselves to enable them accept in the free learning education programs.
Adaptive teaching on the learning ability of learners with low vision of Endiba integrated primary Nyamira county, Kenya:
(Kampala International University, College/School of Education, 2012-08) Josephat, Ong’ang’a Onyancha
This study experimented on adaptive teaching on the learning ability of low vision children of Endiba Integrated Primary, Nyamira County, Kenya. In particular, this empirical research determined further the following (I) profile of low vision children as to age, gender and previous academic performance in Science; (2) the mean scores of the learners in the pretest and post test for the visually impaired (3) significant difference in the mean scores of the learners in the pre-test and post-test. The study also employed the quasi experimental design using two levels, the pretest and post test technique. A total of twelve visually impaired children were involved using inclusive criteria. The pretest and posttest scores were documented in a record sheet utilized as the research instrument. The statistical parameters utilized were the frequency and percentage distribution for the profile of the children, the mean for the pretest and posttest mean scores and the t-test for the significant differences in the pretest and post test mean scores and mean gain. The findings of the study were as follows: the mean scores in the pretest were lower than the mean scores in the post test; there was a significant difference in the pretest and post test mean scores between the male and female learners; mean gain consistently increased from session one to three, It was concluded in this empirical investigation, that the null hypothesis of no significant difference in the pretest mean scores and posttest mean scores between the male and female learners was rejected. Adaptive teaching technique was effective on the learning ability of low vision children. Based on the findings of this study, the recommendations were geared towards workshops and seminars for teachers handling low vision learners on how to carry out adaptive teaching in all teaching subjects in order to improve the learning ability of these children; technological innovations, for the government to increase funding to schools for the visually impaired children in order to optimize the available software related to teaching children with visual impairment since equipment for this area were very expensive; Curriculum adaptations and modifications to suit children with visual impairment from elementary level so that it becomes easier for the teacher to plan on how to teach and come up with appropriate teaching and learning strategies as per the need of each individual child; studies to be carried out in the future on the area of adaptive teaching and learning ability of the visually impaired children especially in mathematics and science where visually impaired children performed poorly in national examinations in Kenya.
Socio-emotional adjustment of children with physical handicap in selected primary schools in Ugunja district, Kenya
(Kampala International University, College of Education, Open & Distance Learning, 2012-08) Akoya Otieno, Apollo
This study is on socio-emotional adjustment of children with physical handicap in selected primary Schools in Ugunja District, Kenya. Its purpose was to test the hypothesis of no significant difference in the level of socio-emotional adjustment between the teachers’ and the Pupils’ responses, Validate the theory of Psychosocial Theory of Personality Development advanced by Erick Erickson (1950) and to generate new information based on the findings of this study. The objectives of the study were to determine the demographic characteristics of the respondents, level of socio-emotional adjustment of children with physical handicap and significant difference in the level of socio-emotional adjustments between the teachers’ and pupils’ responses. It adopted ex-post facto and descriptive comparative research designs. A researcher’s made questionnaires were administered to a sample size of 200 for a population of 400 respondents. The frequency and percentage distribution was used to determine objective one, mean was used to obtain the second objective while a t-test was used to determine Objective three. The study found out that the level of socio--emotional adjustment of children with physical handicap is high, implying that children with physical handicap are fully capable of learning in the regular classrooms and interacting successfully with their non-disabled peers. It further recommended that both teachers and non-handicapped children should provide them with security, love, warmth and acceptance in school in order to intensify their socio-emotional adjustment.
Adaptive behavior of mentally retarded learners in and out of school setting in selected public primary schools in Lolgorian division, transmara west district - Kenya
(Kampala International University, School of Education, Open and Distance and E-learning, 2012-08) Nathan, Ongori O.
The study was determined the level of adaptive behavior of mentally retarded leaner’s inside and outside of school setting in selected public inclusive primary school in lolgorian division, transmara west district, Kenya. The research objective were formulated as it seeks to determine the adaptive behavior of mentally retarded learners inside and outside school settings, the sample of the study consisted of 100 respondents where 60 were teachers and 40 were parents whom were selected using comparative survey methods For the purpose of data collection, the researcher developed 10 items questions for teachers and 8 items questions for parents, the items were distributed on 20 public inclusive primary schools in lolgorian division, transmarawest district, Kenya. Results indicated that the whole respondents of male teachers were the first and were followed by female teacher’s respondents and parents came third. The results also indicated no significant statistical difference in the level of mentally retarded learners inside and outside of school settings. These attributes to age, gender, educational level and experiences Variables and then relationship among them, while indicated significant differences showed the estimate of mentally setting and the hypothesis was rejected.
Language skills and communication of children with reading disabilities in selected inclusive primary schools in Bungoma County, Kenya
(College of Education, Open & Distance Learning, 2012-08) Omweri, Rael Moige
The ability to communicate is one determiner of a student’s success or failure. The acquisition of language skills promote and cement the skills like listening, speaking and writing. The ability to read is crucial for information retrieval. In the written examination oriented education system in Kenya, the child who fails to read and comprehend the written word has distorted communication and the general performance will be poor as a result of poor communication. This study aimed at determining the level of language skills and communication of children with reading disabilities in the inclusive primary schools under study. The following were the study objectives used to get the findings; 1.-to determine the demographic characteristics of respondents in terms of age, gender, educational qualifications, number of years teaching experience and position held in school. 2.-to determine the level of language skills of children with reading disabilities. 3.- determine the level of communication skills of children with reading disabilities and 4.-to establish if there is a significant relationship between the level of language skills and the level of communication skills of children with reading disabilities. The study was guided by Vyotsky’s social constructivist theory which views learning as both socially based and integrated. The beneficiaries of this study are the learners, teachers, parents, inclusive primary school administrators, educational policy makers, the ministry of education and any other interested parties and future researchers. The study employed the descriptive survey design. Both qualitative and quantitative approaches were used for data collection. A target population of 115 respondents purposively sampled from 20 schools randomly selected in Bungoma County was used in the study. Demographic characteristics of respondents were tabulated in frequency and distribution tables. The level of language skills and level of communication skills was tabulated using mean. The correlation coefficient was arrived at using the regression analysis. The research finding indicated that there was a positive and significant relationship between the variable correlated. The researcher -therefore concluded that the level of language skills has a positive influence on the level of communication skills of children with reading disabilities. The researcher recommends that further research should be done to improve on this study.
Academic difficulties of hearing impaired pupils in selected primary schools in Rachuonyo South District, Kenya.
(Kampala international international : College of Education Open, distance and Learning, 2012-09) Pamela, Adoyo Auma
This study focused on the Academic Difficulties of Hearing Impaired Pupils in Rachuonyo South District, Kenya. The specific objectives of the study were to determine the profile of the respondents as to age, gender, and highest education qualifications, to establish the level of academic difficulties of male and female hearing impaired pupils and to establish whether there is a significant difference in the level of academic difficulties among the hearing impaired pupils. The methods used to collect data were descriptive survey design. The descriptive correctional, descriptive comparative and ex post facto. The research instrument used was questionnaire. In chapter four, the findings were presented and interpreted in relation to the study objectives and research questions. While linking the existing literature, results included demographic characteristics, frequency and percentages. Based on the findings, observation indicated a positive significant difference between the male and female hearing impaired pupils in terms of academic difficulties. In chapter five, development of solutions to the problem, summary of the findings and conclusions were attempted. The findings suggested recommendations on areas pertaining to the level of the teacher’s education, the teaching methods and the provision of teaching learning materials.
Approaches and learning abilities of inclusive and mainstreamed children with special needs in Igembe north district-Kenya
(Kampala International University, School of Education, Open and Distance and E-learning, 2012-09) M’mauta, Kimani
The researcher sought to investigate the approaches and learning abilities of inclusive and mainstreamed children with special needs in igembe north district, kenya. the researcher got interested in carrying out the study because the transition rate for the special need learners was very low. from the literature review, no studies had been carried on approaches and learning abilities of inclusive and mainstreamed children with special needs in the district. the study was guided by four (4) objectives and four (4) research questions. the researcher investigated the approaches used in teaching special needs children, determined their learning abilities and tested the hypothesis of no significant relationship between teaching approaches and learning abilities of the learners. learning abilities of the learners. descriptive survey design which adopted the descriptive correlation strategy was used to this study to test the hypothesis. the researcher targeted 20 primary schools in igembe north district, kenya. a total of 100 teachers were involved in the study, data was collected through questionnaire. a pilot study was carried out in 10 schools outside the district to establish the reliability. the questionnaires were subjected to three experts to test the validity of the instruments. analysis was done using frequency table for the objectives on approaches. the researcher used means to determine the level approached to teaching and learning abilities of learners. learning activities of inclusive and mainstreamed with special needs. the hypothesis was tested using pearson linear correlation coefficient. the researcher found out that the various teaching approaches used by teachers in inclusive schools and mainstreamed learners with special need was wanting. it was found that teachers trained in special needs were very few. the researcher recommended that the government trains more teachers in special needs and constantly in-services others on the new approaches.
Parents’ attitudes towards children with special needs in selected primary schools in Trans Mara district Kenya
(Kampala International University, College of Education, Open & Distance Learning, 2012-09) Mose Morara, Charles
The study was conducted to determine the parents’ attitudes towards their children with special needs. Further sought in the study were the demographic characteristics of the respondents in terms of gender, age, educational level, occupation, number of children in the family and the combined monthly income of mother and father. The other objective was to determine extent of parents’ attitudes towards their children with special needs and to establish if there is a significant relationship in the extent of parent attitudes being influenced by educational level. The study was based on the stage theory approach. The beneficiaries of this study are children with special needs, teachers, parents, the ministry of education and the future researchers. The target population included a total of 120 respondents selected from 12 schools in Trans Mara District (Kenya). The study employed descriptive survey design specifically descriptive comparative. Self-administered questionnaires were used as means of collecting data which was tabulated frequency tables and percentages to determine demographic characteristics. The mean was used to determine the extent of parent’s attitudes towards children with special needs. Correlation coefficient was used to determine if there is a significant relationship in the extent of parent’s attitudes being influenced by educational level. Regression analysis was used to determine the significant relationship between the dependent valuable and independent valuable. The research findings indicated that there was a relationship between the dependent and independent variable. On this basis the researcher therefore was able to conclude that the parent’s attitudes towards their children for special needs are influenced by their educational level. The researcher made recommendations on change of attitudes towards children with special needs.
Behavior reinforcement and learning capabilities of mentally retarded learners in trans-Nzoia East district, Kenya
(Kampala International University , College of Education, Open & Distance Learning, 2012-09) Adanga Muyesu, Julius
This study was to determine the degree of effectiveness of behavior reinforcement and learning capabilities of the mentally retarded learners in trans-Nzoia East District Kenya. The instruments used for collection was questionnaire used to establish the following: demographic characteristics of both pupils and teachers’ behavior reinforcement used by teachers in teaching mentally retarded learners in the level of learning capabilities of the mentally retarded learners and significant relationship between the degree of reinforcement and level of learning capabilities of the mentally retarded learners. The findings of the study indicated the following; most of the learners with mental retardation were male first born or last born in the family. Higher numbers of teachers handling mental retardation learners were female. Teachers commonly use the following reinforcement; contingency contracting, token economies, performed instructions, paired associations and environmental enhancement. Discovered that learning capabilities enhanced through; education programming, precision teaching and concept analysis. It was concluded that these learners learn better through reinforcement. Without reinforcement the mentally retarded learners can hardly grasp concepts from the teacher. Also reinforcement change poor behavior into good behavior through behavior modification. It was recommended that more teachers especially male to posted in special schools. Also enough teachers to be posted in schools with units. Lastly the government to provide more physical facilities, learning and teaching aids.
Orientation and mobility of visually impaired learners in selected primary schools Lamu county Kenya
(Kampala International University, College of Education, Open & Distance Learning, 2012-09) Kamangara Mubia, John
The purpose of the study was to find out challenges faced by visually impaired learners in orientation and mobility in primary schools. The sample size consisted of 128 standard seven and eight learners from 10 primary schools in Lamu County, Kenya. The instrument used was a questionnaire. The data analysis used was descriptive statistics to describe data. The findings indicated that, cane, sitting at a table, sitting on a chair and room familiarization were well taught orientation and mobility skills. Other findings from the study indicated that upper and lower body protection, direction and distance awareness, landmark awareness, narrow space and guide dog skills are rarely taught in primary schools. The findings of the results indicated that on overall, orientation and mobility skills taught in primary schools is low. Conclusively learners face orientation and mobility challenges. It is therefore recommended that orientation and mobility skills should be enhanced in primary schools.
Differential Reinforcement on The Social Behavior of Mentally Retarded Children in Musembe Special Unit, Lugari District, Kenya.
(Kampala International University, School of Education, Open and Distance and E-learning, 2012-11) Evans, Mudaki
This study experimented on differential reinforcement on the social behaviour of mentally retarded children in Musembe special unit, Lugari District, Kenya. Further, this study determined the; (1) demographic characteristics of learners as to age and gender; and intelligence quotient, (2) mean scores in the pre test and post test; (3) significant difference in the pretest and post test mean scores between male and female learners (4) mean gain in post test. The quasi experimental, pre test and post test techniques was used in this study. A total of eleven mentally retarded learners were involved in the experimentation. The pre test and post test scores were documented in the observation checklist. The statistical tools utilized were the frequency and percentage distribution for demographic characteristics of the respondents; the mean for pre test and post test mean scores were used to find the significant difference in pre test and post test mean score and difference, for the post test mean gain. The finding of the study were as follows; demographic characteristics of the respondents, majority were 9 years old (36.36) and male 54.55 highest. Mean scores in post test was lower than in the pre test there was a significant difference in the pretest and post test mean scores and gain between male and female learners, It was concluded in this empirical investigation, that the hypothesis of no significant difference was rejected. The differential reinforcement had significant effect on the social behaviour of mentally retarded children. Base on the findings of the study, the recommendations were in these aspects: (1) the special unit administrators in the district should make sure they have enough materials and equipment for both indoor and outdoor activities to enhance interaction hence develop communication in learners; the Ministry of Education sponsors workshops for the teachers to learn management of adaptive behaviours and intervention strategies; all learners should have individual educational programme on behaviour modification for easy monitoring and implementation by the teacher; the learners should be placed in the special unit and schools after assessment; correct placement according to disabilities and inclusive education should be emphasize in all spheres of education to act as a correction measure of adapting behavior to avoid sidelining the special needs learners with adaptive behaviuor deficits. Future researchers to embark on any of these topics for research: differential reinforcement on cognitive development of mentally retarded learners and Intelligent Quotient and Social behaviour of mentally retarded learners
Inductive questioning on the learning ability of the mentally retarded children in materi special unit Tharaka district, kenya:
(Kampala International University, School of Education, 2012-11) Anderson, Charles Mugambi Miriti
This study abstract determines the effects of inductive questioning in the learning ability of mild mentally retarded children of Materi Special unit of Tharaka district, Kenya. In particular this empirical research determined further the following (1) Profile of the mild mentally retarded children as to age, gender and intelligent quotient; (2) the mean score of the learners in the Pre-test and post-test; (3) significant difference in the pre-test and post-test mean score of the male and female learners; (4) post-test mean gain. The study also employed quasi experimental design using two levels, the pre-test and post-test technique. A total of six mild mentally children were invàlved through universal sampling. The pre-test and post-test scores were documented in a record sheet utilized as the research instrument The statistical parameter utilized were the frequency and percentage distribution for the profile of the children, the mean for the pretest for the post-test mean scores and t-test for the significant differences in the pre-test and post-test mean score and mean gain. The findings of the study were as follows; there was a significant difference in the pre-test mean score between the male and female learners; mean gain consistently increased from session one to three. It was concluded in this empirical investigation, that null hypothesis of no significant difference in the pre-test mean scores and post mean scores between the male and female learners was rejected. Inductive questioning teaching technique was effective on the learning ability of mild mentally retarded children. Based on the findings of this study, the recommendations were geared towards seminars and workshops for teachers handling mild retarded learners on how to carry out inductive question teaching technique in teaching subjects in order to improve the learning ability of these children; for the government and the schools sponsors to increase funding to schools for the mild mentally retarded children in order to acquire more teaching and learning~ resources. Curriculum adaptation and modification to suite children wild mild mentally retardation from elementally level so that it becomes easier for the teacher to plan on how to teach and come up with appropriate teaching and learning strategies as per the need of each individual child; studies to be carried out in the future on the area of inductive questioning on the emotional stability of mentally retarded children.

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