Masters of Education in Special Needs - Main Campus

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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.
Teaching Strategies and Academic Performance of Learners with Visual Impairment in Primary Schools, Kaplamai Division, Transnzoia County, Kenya
(Kampala International University, College of Education, Open and Distance Learning., 2013-11) Chirchir, S. John
The study was to determine teaching strategies and performance of learners with visual impairment was carried out in primary schools in Kaplamai Division, Tranzoia County in Kenya. The Objectives of the study were to; determine the level of teaching strategies applied by teachers, assess the level of performance of visual impaired learners and establish whether there was a significant relationship between teaching strategies and performance of visual impaired learners in Kaplamai division. Methodology The study adopted Piaget, J. (1963) theory of constructivist learning. The study employed descriptive and correlation designs; the study targeted 200 respondents with a sample size of 133 selected using Solven’s formula. The researcher targeted teachers as respondents because they are the one who design teaching strategies and assess the performance of learners. Questionnaires were used to collect data and was validated by context experts, two doctors and piloted in six primary schools in Kaplamai to determine its reliability. The data analysis was done statistically using Statistical Package for Social Science (SPSS). The Findings showed that the teaching strategies positively and significantly influence performance of learners with visual impairment in Kaplamai Division. The researcher made the following Condusions The level of teaching strategies in the public primary schools of Kaplamai division, Kenya, was high, The performance of learners with visual impairment in the public primary schools of Kaplamai division Kenya was moderate, There was a significant relationship between teaching strategies and the academic performance of pupils with visual impairment in the public Primary schools of Kaplamai division, Kenya. Recommends The researcher recommends that if the performance of learners with visual impairment in Kaplamai division Transnzoia County Kenya is to improve the following should be done; Teaching strategies and skills should be improved through going for further studies and doing refresher courses or research on new and well proved methods and techniques in teaching visual impaired learners. There should be adequate planning by the teachers in their strategies before going to teach or interact with the learners through preparations of relevant and simple teaching/learning resources and reference materials to make the teaching more lively to the learners and enjoyable to them in order for them to improve in their performance in class. The teachers should establish and maintain a friendly relationship between the teachers and the pupils should be encouraged so that there is no big gap between the two parties as this will allow learners to express themselves to present their requests and concerns to their teachers thus improving on their performance in school, Teachers and school administrators should carefully handle the evaluation process in a way that takes away the fear from the pupils, make it to appear as a daily routine and clearly set good standards for any assessment, that if the performance of learners with visual impaired to improve, there should be adequate planning by teachers and use of appropriate teaching strategies and appropriate teaching learning resources teachers and school administration should carefully handle the evaluation process in a way that takes away the fear of the learners. Learners should be trained to do examinations from time to time.
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.
Task analysis on the self- help skills of mildly mentally retarded children in Kivaywa Special Unit Matete District, Kenya
(Kampala International University.College of Education, 2012-11) Stephen, Mugwang'a Atsiaya
This study experimented on task analysis on the mildly mentally retarded children in Kivaywa Special Unit of Matete District, Kenya. The following were the objectives of this study: (1) to determine the profile of the learners as to age, gender, intelligence quotient and level of ability in self-help skills; (2) to determine the mean scores in the pre-test and post-test; (3) to determine the significant difference in the pre-test and post-test mean scores, between the male and female learners. The study employed an experimental approach using the quasi experimental design specifically the pre-test and post-test technique. A total of 26 mildly mentally retarded children were involved in the study and were selected through universal and purposive sampling. The pre-test and post-test scores were documented in researcher devised observation sheet utilized as the research instrument. The statistical parameters used were the frequency and percentage distribution for the profile of the children; the mean for the pre-test and post-test mean scores test and post-test mean scores. The post mean gain was computed by t-test. The findings of the study went as follows: The profile of the learner was that majority of them were in the bracket of 7-12 years old, majority were male with their intelligent quotient between 55-59. The post-test mean scores were higher as compared to the pre-test mean scores with a significant difference of +4.46, +5.11, and +6.39. There was a significance difference in the mean scores between female and male children in the pre-test and post test. It was concluded in study that the hypothesis of no significant difference in the pre-test and post-test mean scores of mildly mentally retarded children was rejected. Therefore, task analysis was effective on the self-help skills of the learners. Based on the findings of this study, the recommendations are as follows: the Ministry of Education should equip teachers handling mildly mentally retarded 'earners with the necessary skills and expertise on task analysis so as to teach effectively self-help skills; the government of Kenya to sensitize the public on importance of taking children with mild mental retardation to school; future researchers may embark on another research in a different environment and exploit other techniques of teaching mildly mentally retarded learners on topics in the future such as Work Domain Analysis for the Mentally Retarded Children and Conservation Tasks for Mentally Retarded Children.
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.

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