Pupils with specific learning difficulties and the learning of English Language in Kilimani Zone Nairobi Kenya.
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Date
2010-11
Authors
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Journal ISSN
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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.
Keywords
English Language, Pupils, Difficulties, Kilimani Zone Nairobi