Pedagogical, andragogical and holistic development of visually impaired learners in special schools and vocational centres Rarieda, in Siaya County, Kenya
| dc.contributor.author | Obonyo, Collins Ochieng | |
| dc.date.accessioned | 2019-11-20T10:26:12Z | |
| dc.date.available | 2019-11-20T10:26:12Z | |
| dc.date.issued | 2013-11 | |
| dc.description | A thesis presented to the College of Higher Degree and Research in partial fulfillment of the requirements for the award of a degree of Masters in Special Need Education | en_US |
| dc.description.abstract | The study was to determine pedagogical, andragogical and holistic development of visually impaired learners in special schools and vocational centres Rarieda, in Siaya County, Kenya. The study was guided by four specific objectives which included identifying the socio-demographic characteristics of the respondents in terms of age, gender, severity of the disability and length of service, to determine the extent of pedagogical, andragogical approaches used to assess the level of holistic development of the students and to establish if there is a significant relationship between the extent of pedagogical, andragogical strategies and the level of holistic development. The study employed descriptive correlational survey design. The target population was (200) while the sample size was 133 obtained using the slovens formula. Random sampling was done to get the required respondents. Questionnaires and observation list whose validity and reliability were tested were used as research instruments in the study. Data was analyzed using SPSS and relationship was correlated using the Pearson linear correlation coefficient The study unearthed that there were more male respondents than females, more respondents had served between 5-6 years, and one pedagogical, child-centered methodologies were insufficiently used limiting holism among visually impaired learners. On the aspects of andragogical approaches respondents strongly agreed, agreed, disagreed and strongly disagreed at some points. The respondents for example strongly agreed that the best teaching and learning approaches for visually impaired learners are interactive and collaborative (mean 3.41) which was sufficient. They agreed that usually impaired learners participate in recreational activities like Music, drama, sports and games (mean 2.88) this made them acquire social skills and enjoy social interaction with their significant peers, siblings and family members. On the level of holistic development, the findings reveal that the respondents still had differing levels... | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12306/3693 | |
| dc.language.iso | en | en_US |
| dc.publisher | Kampala International University, College of Education, Open and Distance Learning | en_US |
| dc.subject | Pedagogical, andragogical and holistic development of visually impaired learners | en_US |
| dc.subject | Special schools and vocational centres | en_US |
| dc.subject | Siaya County, Kenya | en_US |
| dc.title | Pedagogical, andragogical and holistic development of visually impaired learners in special schools and vocational centres Rarieda, in Siaya County, Kenya | en_US |
| dc.type | Thesis | en_US |