Kipyegon Jebet Nellah, Beatrice Bunyasi Awori, Franciscah Irangi Wamocho


The study aimed to establish the challenges in the implementation of the individualized educational plan in schools for students with hearing impairment at Ngala Secondary School for the Deaf in Nakuru County, Kenya. Data was collected from a target population of ninety-eight students, thirteen teachers and one administrator through purposive and stratified random sampling techniques. Purposive sampling was used on school administrators and teachers to select all 13 teachers and 1 school administrator. On the other hand, stratified random sampling was used to select a total of 24 students. The study sample comprised 24 students, 13 teachers and 1 administrator leading to a total of 38 respondents. The research instrument included the use of questionnaires, interview schedules and document analysis. A pilot study was conducted at Kedowa Secondary School for the Deaf to enhance the reliability and validity of the research instruments. Quantitative data were cleaned, labelled, coded, entered into a computer and organized using Statistical Package for Social Sciences (SPSS) version 30. Quantitative data were analyzed statistically using descriptive statistics such as percentages and frequencies. The analyzed data were presented using tables, bar-graphs and pie-charts. Qualitative data collected were grouped into different themes, presented as a narrative and discussed based on the objectives of the study. Findings revealed that the major challenge towards implementation IEP was the lack of adequate teaching and learning resources. The study concluded that the major solutions to the challenges facing teachers in developing and implementing IEP suggest that the provision of adequate resources for IEP were anticipated to enhance the academic achievement of students with hearing impairment. The study recommended that the Ministry of Education and other stakeholders should help acquire adequate resources for students with hearing impairment.


Article visualizations:

Hit counter


implementation, individualized educational plan, students with hearing impairment, special needs education, special schools

Full Text:



Aldosari, M. and Pufpaff, L. (2014). Sources of stress among parents of a student with intellectual disabilities: A preliminary investigation in Saudi Arabia. Journal of Special Education Apprenticeship, 3, (1), 1-21.

Al-Kahtani, S. (2012). Communication obstacles between teachers of students with intellectual disability and their parents in schools and education programs in Riyadh City. Allyn Bacon Prentice Hall.

Asikhia, M. (2010). Understanding Disability: From theory to practice. London: MacMillan Press.

Barrett, L. K., & Long, B. V. (2012). The Moore method and the constructivist theory of learning: Was RL Moore a constructivist? Primus, 22(1), 75-84.

Brown P. M., & Byrnes J. L. (2014). The Development and use of Individual Learning Plans for Deaf and Hard of Hearing Students in Victoria, Australia. Deafness& Education International, vol.16, No. 4.

Bwalya, J. (2014). Preparation and use of individualized education plans in Prevocational training in selected special education units in the Copperbelt Province, Zambia.

Hughes, H. & Chen, O. (2011). Promoting effective working with parents with learning disabilities. Child abuse review, 13, 31-41.

Johnson, C. D., & Seaton, J. B. (2020). Educational audiology handbook. Plural Publishing.

Keogh, B. K. (2007). Celebrating PL 94-142: The Education of All Handicapped Children Act of 1975. Issues in Teacher Education, 16(2), 65-69.

Kupper, L. (2000). A Guide to the Individualized Education Program. Archived information. U.S Department of Education: Jean Kohanek; NICHCY.

Martin, J. E., Marshall, L. H., & Sale, P. (2004). A 3-year study of middle, junior high, and high school IEP meetings. Exceptional Children, 70(3), 285–297.

Michael, E. & Oboegbulem, A. (2013). Students with Disabilities in an Inclusive Setting in Nigeria: Implications for Administrators; University of Nigeria: David Publishing.

Mugenda, O. M. & Mugenda, G. A. (2003). Research Methods: Quantitative and Qualitative Approach. Revised Edition. Nairobi: Longman

Musili, W. (2020). Role of inclusive education in promoting sustainable development in Kenya. Journal of Emerging Trends in Educational Research and Policy Studies, 11(5), 201-206.

Nakazibwe, S. (2018). Factors Affecting Academic Performance of Learners with Hearing Impairements In Special Schools, A Case Study of Wakiso Secondary School for the Deaf.

Ndanu, D. F. (2012). Influence of Individualized Educational Program on Students with Learning Disabilities in Public Primary Schools in Mwingi District, Kitui county, Kenya. Retrieved from

Orodho, A. J. (2008). Techniques of writing Research Proposal and Reports in Education and Social Sciences. Kenezja HP Enterprises,Maseno, Kenya.

Queensland Department of Education and Training (2006). Individual Education Plans. Brisbane.

Riddell, S. (2002). Policy and practice in special education: Special Education Needs. Edinburgh: Dunedin Academic Press.

Rock, M. L. (2000). Parents as Equal Partners: Balancing the Scales in IEP Development. Teaching Exceptional Children, 32(6), 30-37.

Smith, D. D. (2007). Introduction to Special Education: Making a Difference with Mylabsschool. 6th Edition. ISBN-13: 978-0205498055, ISBN-10: 0205498051.

Staples, K.E. and Diliberto, J.A. (2010). Working with parents of students with disabilities. Teaching Exceptional Student, 42, (6), 58-63.

The State of Rhode Island and Providence Plantations Department of Education (2010). Individual Learning Plan (ILP) framework.

Yell, M. L., Bateman, D., & Shriner, J. (2020). Developing and implementing educationally meaningful and legally sound IEPs: Bringing it all together. Teaching Exceptional Children, 52(5), 344-347.


Copyright © 2015 - 2023. European Journal of Special Education Research (ISSN 2501 - 2428) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).