Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12306/2341
Title: Academic performance of Primary School Learners with Visual Impairment in Kiambuu County a Case Study of Thika School for the blind Thika District
Authors: Muriu, John Watoro
Keywords: Academic Performance of Primary School Learners
School for the blind
Thika District
Issue Date: Aug-2013
Publisher: Kampala International University, School of Education
Abstract: Education plays a key role in promoting economic, social, and political development of any given nation. The national goals of education as stated in the Ominde Commission (1964) cited national unity, national development, individual development and self-fulfillment, social equality, respect and development of cultural heritage and international consciousness as the main pillars of national development. These goals are practiced in an inclusive setting as stated in the Salamanca Statement (1994), which stressed that every child has a right to fundamental education. The vocal point of the conference was the provision of education to children with special needs through inclusive schooling approach and to remove barriers so that all children can access education. According to Hegaty (1996), the first choice of placement for children with special needs education, should be a regular school within the community where visually impaired learners in whose regular schools have equal rights to education. There should be a provision of special facilities, qualified personnel, assistance from stakeholders, provision of resources and devices among others. However, the first choice of placement for children with special needs education should be in a regular school within the community. According to E. Chapman (1987), a low vision learner in inclusive setting will need to explore and discover the characteristics of shapes through
Description: A Research Report Submitted to the College of Education in Partial Fulfillment of the Requirements of the Award of a Bachelor's of Special Needs Education of Kampala International University
URI: http://hdl.handle.net/20.500.12306/2341
Appears in Collections:Bachelor of Education

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