Masters of Education in Special Needs - Main Campus

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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.
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.
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.
Adaptive instructional programs and social development of visually challenged learners in Kanyangi Zone, Kitut County, Kenya
(Kampala International University. College of Education, Open and Distance Learning, 2014-10) Mbuvi, Ngakaa Annie L.
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 of3.07. 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 learner’s 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 participate properly in the learning process. The teachers also should include learners in the process of learning and intellectual development through participatory learning.
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.
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.
Behavior modification approaches and learning difficulties of children with behavior disorders in selected secondary schools in Mfangano Division, Homa Bay County, Kenya
(Kampala International University, 2013-10) Diang'a, Benson O. George
The study was about behavior modification approaches and learning difficulties of children with behavior disorders in selected secondary schools in Mfangano Division, Homa Bay County, Kenya.
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.
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.
Conceptual approaches in teaching and the basic learning skills for mild mentally challenged learners in Mtito-Andei Division—Kibwezi District -Kenya
(Kampala international international : College of Education,Open and distance Learning, 2013-11) Maundu, Mbwiko Reuben
This study is as a result of an academic research entitled “conceptual approaches and the basic learning skills for mild mentally challenged learners in Mtito-Andei Division — Kibwezi District — Kenya”. It was guided by the following four specific objectives; Identifying the social, demographic characteristics of the respondents; investigating the extent in which the conceptual approaches are practiced in relation to the basic learning skills; ascertaining the level of performance of learners with mild mental challenges, and to establish the relationship between conceptual approach and basic learning skills for the mild mentally challenged learners. The study engaged the correlation survey research design which is non-experimental, describe the characteristics of individuals or groups and is also used to discover causal relationship. Face sheets and questionnaires were used to gather data from respondents who were primary school teachers. Frequency, percentages and means were used to analyze the data as Pearson Linear co-efficient correlation was used to establish the relationship between conceptual approaches and the basic learning skills in Mtito-Andei Division. The study found out that, many teachers in Mtito-Andei Division lack professional training in SNE and the learning resources are inadequate for the teaching of the mild mentally challenged learners. The study further established that many mild mentally challenged learners in the division performed well in languages and poorly in mathematics. The study arrived at a conclusion that, conceptual approaches grossly affect the basic learning skills for such learners in Mtito-Andei Division hence rejecting the null hypothes~s. The study recommended need for further training for the teachers to improve on their professional skills in handling the mild mentally challenged learners and also need for ensuring adequacy of instructional resources to enrich the learning programmes. Avertion of stigmatization and maximizing on improving performance of language and mathematics in the schools in Mtito-Andei Division.
Condition on single parent learners with their emotional and behavioral difficulties in schools in Meteitei zone, Tindiret District, Kenya
(Kampala International University, College of Education, Open and Distance Learning, 2013-11) Chelilim, Kipkoros David
The study was about condition of Single Parent Learners on their emotional and behavioral difficulties in schools in Meteitei Zone, Tindiret District Kenya. It was based on the following objectives which were; to investigate the learning conditions of single parent learners in Meteitei zone, Tinderet district Kenya, to determine the level of emotional and behavioral difficulties in Meteitei Zone, Tinderet district, Kenya, to establish if there was a relationship between the extent of single parent learners condition on their emotional and behavioral difficulties. Methodology: The study was guided by a descriptive correlation design where existing characteristics of individuals and groups were described. Data analysis: Data was collected by using questionnaires as instrument. The sample was derived using a cluster sampling and systematic random sampling, arriving at 200 respondents. The findings from the study indicate that the teachers who were interviewed were able to identify and work with children with emotional and behavioral difficulties, but some weakness had been detected in the link to single parents and the community. With the move towards greater inclusion and the provision of instruction in the general education curriculum, there was an increased need for general education teachers to be knowledgeable about effectively educating Learners from single parents with emotional and behavioral difficulties. Conclusions There are more males than females with single parent learners with emotional and behavioral difficulties. Most respondents were aged 31-4lyears. Most of people in zone were diploma and certificate holders so they had working experience of at least 7years, Number of single parent learners was at least 7O%. The number of learners with emotional and behavioral difficulties was at least 50%. The relationship between the variables was high (R=0.713). So, single parent learner’s conditional leads to emotional and behavioral difficulty by 71.3%. There was significant difference between the level of single parent learner’s condition and behavioral and emotional difficulties. It meant that single parent learner’s condition coefficient was not zero. So, single parent learner’s condition led to emotional and behavioral difficulties significantly than other factors. Recommendations, the researcher recommends that majority of learners from single parents with emotional and behavioral difficulties sit in ordinary educational classrooms, undetected by their teachers. Although the new education system has provided an opportunity for all children to receive education in the least restrictive environment, the skills and training of teachers fail to address the real needs of the learners. Learners from single parents have the right to be educated in unrestrictive and appropriate environments. The movement towards a less restrictive environment is not only a school issue, but a social one with the ultimate goal of having individuals with all types of difficulties living, working and being educated in their own communities. For this reason it is very important that the schools adjust to serve all learners. If they do not make these changes, they are doing harm to all of our children.
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
Educational resources and teachers’ productivity in selected secondary schools in Awendo Division, Rongo District, Kenya
(Kampala international international : College of Education,Open and distance Learning, 2013-11) Obonyo, Everlyne A
his study was designed to find out the relationship between educational resources and teachers’ productivity. The study was guided by four specific objectives which included the following )objectives: To determine the profile of the respondents in respect to age and gender to determine ie level of Educational resources in secondary schools in Awendo Division Kenya, to determine the ~vel of teacher productivity in Awendo Division secondary schools, Rongo District Kenya, to etermine the relationship between Educational resources and teachers’ productivity in Awendo ivision secondary schools. Methodology: The study deals with research design, population, sample, sampling procedure, validity and reliability, data analysis, procedure, ethical concerns and limitations. his was descriptive correlational survey designs. Correlation design was used because the study was interested in relating educational resources and with teachers’ productivity. The division has 11 ~condary schools and 207 teachers and 560 form four students. The data gathered was collated, ncoded into the computer and statistically treated using the Statistical Package for Social Sciences PSS).Data on completed questionnaire was edited, categorized or coded and entered into the mputer SPSS to summarize them, using simple and complex frequency tables or cross-tabulations. he same package was used to analyze data further, by computing relative frequencies, means, :andard deviations and other relevant statistics for the first, second and third objectives. Findings he study found out that the level of educational resources in Awendo division is generally fair in ~rms of human, material and physical resources. Under objective one, the study found out that as ncerns age, 75% of the respondents were aged between 15 and 20, where as 25% were above 20 ears old. Individuals have perceived and acknowledged the purpose and function of resource in Effective teaching and learning. Hallack (1990) emphasized that the availability, relevance and ~adequacy of educational resource items contribute to academic achievement and that unattractive :hool buildings, crowded classrooms, non-availability of playing ground and surroundings that have D aesthetic beauty can contribute to poor academic performance. Fuller (1985) discovered that :students who had used two or more books were almost three times better than those who had no ~textbooks in school. Conclusion This section gives the conclusion of the study in relation to the study ~objectives and hypotheses; The study concluded that; The number of boys is bigger than the number girls in Awendo Division secondary schools though this difference is not that big. Many students this division in form four are in the age bracket of between 15-20 years. The level of educational ~sources in Awendo division is generally less sufficient in terms of human, material and physical ~sources. The level of teachers’ productivity is low. There is a strong positive relationship between educational resources and teachers’ productivity. Recommendations: Basing on the findings of the -st objectives, the researcher recommends that if teachers’ productivity is to be improved in Awendo ivision, then school management and the government should focus more on improving and creasing manpower than focusing on beautifying physical resources. However physical resources -e importance but should be improved hand in hand with other resources. Physical resources alone can not improve students’ teachers’ productivity however good or adequate they are unless they are supplemented by other resources. Basing on the findings of the second objective/hypothesis, the researcher recommends that if teachers’ productivity is to be improved in Awendo Division, then :hool management and the government should try to do whatever they can to recruit, train and maintain adequate human resources. A similar study can be conducted using management as an intervening factor, since it is assumed that without good management, even resources are prevalent, ~performance may not be good. Another study may be conducted to find out the relationship between ~members of students in a class and teachers’ productivity. A similar study can be done to find out how teachers’ work load affect students’ performance
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
Environmental factors and the learning of the mentally challenged pupils in primary schools, Meru-South District, Kenya
(Kampala International University , College of Education, Open & Distance Learning, 2013-11) Magdaline Syphrosa, Odongo
The purpose of this study was to establish the extent to which environmental factors affect the learning of the mentally Challenged pupils in Chuka Division Meru-South District, Kenya. It was guided by the following objectives to; determine the extent of environmental factors in Meru-South District primary schools, the level of learning of pupils with mental Challenge in Meru-South district primary schools and if there is any significant relationship between environmental factors and the level of learning of pupils with mental Challenge in Meru-South district primary schools. Methodology; The study was co-relational in nature based on quantitative approach involving, The target population of the study comprised of 200 teachers in 10 primary schools through simple random selection, with a sample size of 133 respondents from ten schools in Chuka Division. Primary data was collected using self-administered questionnaires and analyzed by statistics such as mean, percentage distribution and Pearson linear correlation coefficient. Findings, the first objective was to determine the level of environmental factors on mental retardation. Findings on this were done by studying indicators of nutrition and health which was moderate with 2.57, safety was found to be low at 2.48, and lastly sensory, emotional and social stimulation that were rated moderate at 2.58 in the school. Thus; the environmental factors on mental retardation was found to have been moderate with a grand average mean of 2.54. The second objective was to determine the level of learning of learners with mental retardation. Findings on this were done by study in the numbers of learners who performed between 2011 and 2012. The study found out that the level of learning of pupils with mental retardation was poor with an average mean of 0.34. The third Objective was to determine if there is a significant relationship between environmental factors and level of learning of the learners with mental retardation. Using the Linear regression results, the results indicated that environmental factors and learning of mentally retarded learners are not significantly correlated (r=-0.0664). The sig. value indicate that there is a positive and significant correlation (Sig. = 0.000 < 0.05) leading to a conclusion that Environmental factors significantly improve learning of mentally retarded learners at 5% level of significance. Basing on these results the stated hypothesis of “there is no significant relationship” is rejected and thus the findings showed a negative relationship between environmental factors and learning of mentally retarded learners. These results lead to a conclusion that improvement in environmental factors is likely to improve the learning of mentally retarded learners in Primary schools in Meru-South District. Conclusion, The researcher used indicators of nutrition and health which was moderate with 2.57, safety was found to be low at 2.48, and lastly sensory, emotional and social stimulation that were rated moderate at 2.58 in the school, the researcher found out that the level of learning of pupils with mental Challenge was poor with an average mean of 0.34.The researcher by use of the Linear regression results, found out that the dependent variable environmental factors and learning are not significantly correlated (r=-0.0664). The sig. value indicate that there is a positive and significant correlation (Sig. = 0.000 < 0.05) leading to a conclusion that Environmental factors significantly improve learning of mentally challenged learners at 5% level of significance. Basing on these results the stated hypothesis of “there is no significant relationship” is rejected and thus the findings showed a negative relationship between environmental factors and learning of mentally challenged learners. These results lead to a conclusion that improvement in environmental factors is likely to improve the learning of mentally challenged learners in Primary schools in Meru-South District. Recommendation from the study were for learners to be able to perform they should be fed with balanced diet. Their safety and provision of enough playing materials should be adequate. Different teaching approaches used by the teachers. Modification of the curriculum should be done and sensitization of the community to have positive attitude towards them, the government should modify the curriculum to suite the learners needs. The parents to be taught on how to nurture their families before, during and after pregnancy by maintaining balanced diet and emotional wellbeing of their families. Sensitizing other learners to work with and support their peers who are mentally challenged in their classes as they are members of the same community. The attitude of teachers and entire school community should be positive in order to accommodate these learners in school and raise self-esteem. In addition to sub average intellectual functioning, who is determined by a test, it is necessary to also determine that there are limitations in adaptive skills that occur within the context of community environments typical of the individuals age peers and is indexed to the persons individualized needs for supports. Adaptive skill areas are those daily living skills needed to live work and play in the community. They include communication, self-care, home living, social skills, leisure, health and safety, self-direction, functional academics (reading, writing, basic maths), community use and work.
Hearing Impaired Pupils’ Self-Esteem and Their Attitude towards Schooling in Public Primary Schools in Gucha District-Kenya
(Kampala international University, college of Education open and distance learning., 2013-11) Isaac, Ole Turett
This study was carried out in public primary schools in Gucha district, Kenya. It explored the relationship between hearing impaired pupils’ self esteem and their attitude towards schooling. The objectives of the study were to determine the degree of hearing impaired pupils’ self esteem in public primary schools, Gucha district, to examine the level of pupils’ attitude towards schooling, as well as to establish the relationship between the hearing impaired pupils’ self esteem and their attitude towards schooling. Using a description suriey and descriptive correlational design , a total of 120 primary school pupils of classes 5,6,7,and 8, all of whom were hearing impaired from ten primary schools in Gucha district , Kenya, participated in the study. The data were analysed using means, percentage distribution and pearson’s product moment correlation. It was found out that the degree of hearing impaired pupils’ attitude towards schooling was high (mean, 2.69), hearing impaired pupils’ attitude towards schooling was high, and the relationship between hearing impaired pupils’ self- esteem and Uieir attitude towards schooling vvas significant (sig, 0.000). It was recommended that parents with children who have hearing related problems should not only comfort them to feel confident but also, from time to time, show them love, concern, care, guide and counsel them.
Individualized education program and academic adaptation of disabled learners in Ikutha District Kitui County Kenya
(Kampala International University ,College of Education, 2013-11) Basil Nyamai, Kikuvi
This study is a result of an academic research entitled “individualized education program and academic adaption of disabled learners in Ikutha district Kitui County, Kenya.” The purpose was to test the null hypothesis and if there is significant relationship between individualized education program and academic adaptation of disabled learners. The objectives of this study were to: establish the profile of the teachers in terms of: age, gender, marital status and working experience; determine the level of implementation of IEP approach in teaching; determine the level of academic adaptation of JEP in schools under study; and determine if there is significant effect of IEP on academic adaptation on learners with disabilities. The researcher used questionnaire to collect the data. The question had two parts. Part A collected information for the IV, individualized educational program and part B collected information for the DV, academic adaptation of disabled learners. The study findings revealed that there is a significant positive relationship between the level of individualized education program and the extent of academic adaption of disabled learners in Ikutha, district kitui county Kenya. For example, level of individualized education program is significantly correlated with the extent of academic adaption of disabled learners. The results further suggested that individualized education program directly affect academic adaption of disabled learners Ikutha, District Kitui County Kenya. These findings thus showed that many teachers agreed that IEP is good and needs to be strongly applied in the teaching of children with disabilities since they cannot be taught the way they teach the other children. The adoption of TEP in schools will therefore help to improve the performance of children with disabilities in schools. The study that implementation of LE.P approach in teaching disabled learners is not done by many teachers because they have no skills. The researcher environment for trainng of more SNE teachers, curriculum be adapted to suit the divert needs of disabled learners. The teachers who are not SNE compliant should be taken for refresher course on SNE.
Individualized education program and academic Adaptation of disabled learners in Ikutha District Kitui county Kenya
(Kampala International University. College of Education, Open and Distance Learning, 2013-11) Basil, Nyamai Kikuvi
This study is a result of an academic research entitled “individualized education program and academic adaption of disabled learners in Ikutha district Kitui County, Kenya.” The purpose was to test the null hypothesis and if there is significant relationship between individualized education program and academic adaptation of disabled learners. The objectives of this study were to: establish the profile of the teachers in terms of: age, gender, marital status and working experience; determine the level of implementation of IEP approach in teaching; determine the level of academic adaptation of IEP in schools under study; and determine if there is significant effect of IEP on academic adaptation on learners with disabilities. The researcher used questionnaire to collect the data. The question had two parts. Part A collected information for the IV, individualized educational program and part B collected information for the DV, academic adaptation of disabled learners. The study findings revealed that there is a significant positive relationship between the level of individualized education program and the extent of academic adaption of disabled learners in Ikutha, district kitui county Kenya. For example, level of individualized education program is significantly correlated with the extent of academic adaption of disabled learners. The results further suggested that individualized education program directly affect academic adaption of disabled learners Ikutha, district kitui county Kenya. These findings thus showed that many teachers agreed that TEP is good and needs to be strongly applied in the teaching of children with disabilities since they cannot be taught the way they teach the other children. The adoption of TEP in schools will therefore help to improve the performance of children with disabilities in schools. The study that implementation of I.E.P approach in teaching disabled learners is not done by many teachers because they have no skills. The researcher environment for trainng of more SNE teachers, curriculum be adapted to suit the divert needs of disabled learners. The teachers who are not SNE compliant should be taken for refresher course on SNE.
Individualized education program and academic adaptation of disabled learners in Ikutha District Kitui County, Kenya
(Kampala International University, College of Education, Open and Distance Learning, 2013-11) Basil, Nyamai Kikuvi
This study was a result of an academic research entitled “individualized education program and academic adaption of disabled learners in Ikutha district Kitui County, Kenya.” The purpose was to test the null hypothesis and if there is significant relationship between individualized education program and academic adaptation of disabled learners. The objectives of this study were to: establish the profile of the teachers in terms of: age, gender, marital status and working experience; determine the level of implementation of TEP approach in teaching; determine the level of academic adaptation of JEP in schools under study; and determine if there is significant effect of IEP on academic adaptation on learners with disabilities. The researcher used questionnaire to collect the data. The question had two parts. Part A collected information for the IV, individualized educational program and part B collected information for the DV, academic adaptation of disabled learners. The study findings revealed that there is a significant positive relationship between the level of individualized education program and the extent of academic adaption of disabled learners in Ikutha, district Kitui county Kenya. For example, level of individualized education program is significantly correlated with the extent of academic adaption of disabled learners. The results further suggested that individualized education program directly affect academic adaption of disabled learners Ikutha, district Kitui county Kenya. These findings thus showed that many teachers agreed that IEP is good and needs to be strongly applied in the teaching of children with disabilities since they cannot be taught the way they teach the other children. The adoption of IEP in schools will therefore help to improve the performance of children with disabilities in schools. The study that implementation of I.E.P approach in teaching disabled learners is not done by many teachers because they have no skills. The researcher environment for training of more SNE teachers, curriculum be adapted to suit the divert needs of disabled learners. The teachers who are not SNE compliant should be taken for refresher course on SNE.
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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