Adaptive instructional programs and social development of visually challenged learners in Kanyangi Zone, Kitut County, Kenya
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Date
2014-10
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Kampala International University. College of Education, Open and Distance Learning
Abstract
The study investigated the relationship between the levels of adaptive instructional programs and social development of learners with visual challenges in Kanyangi Zone, Kitui County, Kenya. The study was guided by four objectives which included finding out the adaptive instructional programs used in enhancing social development of learners with visual challenges, establishing social development of visually challenged learners, examining the relationship between adaptive instructional programs and social development of learners with visual challenges and investigating the difference between gender and social development of Visually challenged learners in Kanyangi Zone. The study adopted the Normalization Theory by Wolfrnsberger (1980) which postulates social inclusion of learners with any form of disability in daily activities. The study adopted a descriptive correlational design since it examined the relationship between two variables. The study population comprised of 216 respondents from which a sample size of 154 respondents was derived. A random sampling method was used to avoid any form of bias in the answering of interview guides and questionnaires. The study used two research instruments of data collection and the interview guide that was used to collect data from head teachers of selected schools. A closed ended questionnaire was used to collect information that needed simplified answers. In the study findings, the study revealed that adaptive instructional programs were highly used with the highest mean of 3.22 on the use of Braille during study time. The study also revealed that teachers play an important role in guiding learners on the use of adaptive instructions with a mean of3.07. The study further revealed that the level of social development of learners with visual challenges was high since they mixed well with non-visually challenged learners. In determining the relationship between adaptive instructional programs and social development .of learner’s with visual challenges, the study concluded that there was a relationship between the two variables with sig value of (0.000) which is less than 0.05 minimum level of significance. The study therefore rejected the null hypothesis that there is no relationship between adaptive instructional programs and social development of learners with visual challenges. The study concluded that there was need for development of adaptive instructional programs. Having presented the research findings, the researcher recommended that learners should be guided to enable them participate properly in the learning process. The teachers also should include learners in the process of learning and intellectual development through participatory learning.
Description
A thesis presented to the College of Higher Degrees and Research in partial fulfillment of the requirements for the award of Masters in Special Needs Education Kampala International University
Keywords
Instructional programs, Social development, Visually challenged, Learners