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Title: Condition on single parent learners with their emotional and behavioral difficulties in schools in Meteitei zone, Tindiret District, Kenya
Authors: Chelilim, Kipkoros David
Keywords: single parent
Meteitei zone
Issue Date: Nov-2013
Publisher: Kampala International University, College of Education, Open and Distance Learning
Abstract: 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.
Description: A thesis presented to the college of higher degrees and research Kampala International University Kampala, Uganda in partial fulfillment of the requirements for the Degree of Masters in Special Needs Education
Appears in Collections:Masters of Education in Special Needs - Main Campus

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