Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12306/9090
Title: Pupils with specific learning difficulties and the learning of English Language in Kilimani Zone Nairobi Kenya.
Authors: Muia, Rachael Mbithe
Keywords: English Language
Pupils
Difficulties
Kilimani Zone Nairobi
Issue Date: Nov-2010
Publisher: Kampala International University, College of Education, Open and Distance Learning.
Abstract: The purpose of the research was to establish the factor affecting the learning of English language by learners with specific learning difficulties (SLD) in Kirimani zone P1imruy schools in Nairobi Kenya. There were about nine classes which were involved to represent the fifteen classes in the schools representing regulm schools in the zone. The researcher targeted two learners from each class. Fortunately all of them filled and returned the questionnaire since the researcher was in that zone and could easily do the follow up. The resemcher also targeted a srunple population often teachers teaching English language from different classes in that school. They are all from different classes in that school. They all co-operated and responded ve1y well. During the research, qualitative approach was prefen-ed by the researcher. Questionnaires were used as the main instruments of collecting data. Three types of questionnaires were used. One was meru1t for the learners another one for the head teachers and the other one was for the subject teachers'. From the findings of the research, it was established that learners with specific leru11ing difficulties face a number of problems in regular schools. They include lack of specially trained teachers in special needs education, negative attitudes by the teachers and other learners, lack of adequate leru·ning methods used by the teachers. These leru·ners also have negative attitude towru·ds themselves. The researcher therefore suggests steps that can be unde1iaken to improve the academic achievements in English language of the learners with specific learning difficulties in regular schools. The suggestions included creating awru·eness, guiding and counseling learners with specific learning difficulties as well as other lemners and teachers. The government to train more teachers in specific needs education, provision of adequate leruTiing resources ru1d teachers to use appropriate teaching methods. Finally, the researcher suggest that teachers should network ru1d collaborate among themselves and other stakeholders to suppo1t Ieru·ners with specific learning difficulties in English language and in all other subjects. All leru·ners with special needs need to be supported in all ways in order to benefit from free primary education in an inclusive setting.
Description: A research report presented to the Institute of Open and Distance Learning of Kampala International University in Partial Fulfillment of the Requirements for the Award of the Degree of Bachelor of Education in ECPE Of Kampala International University.
URI: http://hdl.handle.net/20.500.12306/9090
Appears in Collections:Bachelor of Education in Early Childhood and Primary Education

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