INFLUENCE OF SCHOOL ENVIRONMENT ON INCLUSION OF LEARNERS WITH VISUAL IMPAIRMENT IN REGULAR PUBLIC PRIMARY SCHOOLS IN NYATIKE SUB-COUNTY, MIGORI COUNTY, KENYA

Lazarus Millan Okello

Abstract


Inclusion of learners with disability is necessary for improving their enrolment and ensuring that their academic goals and objectives are met. Consequently, teachers and stakeholders have to identify any barriers that can deter the learners from achieving these goals. Interestingly, in Nyatike Sub-County, enrolment of learners with visual impairment in regular public primary schools has remained low at 10.1 percent compared to 33.6 percent in Suna East Sub-County, 24.8 percent in Suna West Sub-County and 31.5 percent in Uriri Sub-County for the years 2019 to 2023. Besides, the literacy level of learners with visual impairment is lower than the levels of learners with hearing and intellectual impairment in Nyatike Sub-County. Therefore, the study sought to find out the influence of the school environment on the inclusion of visually impaired learners in regular public primary schools in Nyatike Sub-County. Maslow’s hierarchy of needs theory was used to explain the roots of inclusion. A sample size of 98 (ninety-eight) respondents comprising 46 head teachers and 52 classroom teachers was selected using saturated and purposive sampling techniques. Pearson’s correlation, regression analysis,and ANOVA were used to analyse infferential data while qualitative data was transcribed and analyzed based on emerging themes and used for triangulation. The study established that at a 5 percent level of significance; the school environment significantly influenced the inclusion of learners with visual impairment, and accounted for 18.4% of the variation in inclusion of learners with visual impairment in regular primary schools. From the findings, it was concluded that the school environment (r= .433, p< .05) has a significant positive and moderate influence on the inclusion of visually impaired learners in regular public primary schools in Nyatike Sub-County, Migori County, Kenya. The study recommends that school administration mobilize more teaching and learning resources for learners with visual impairment. The study is significant to policymakers in the educational sector to develop a framework that links the inclusion of learners with visual impairment and their success in educational achievement.

 

Article visualizations:

Hit counter


Keywords


inclusion of learners, primary schools, regular public schools, school environment, visual impairment

Full Text:

PDF

References


Adeogun, A.A. & Osifila, G.I. (2011). Adequacy of Educational Resources for Quality Education Department of Education Management. Lagos State University. Lagos, Nigeria.

Akomolafe, C.O., & Adesua, V.O. (2016).The Impact of Physical Facilities on Students’ Level of Motivation and Academic Performance in Senior Secondary Schools in Southwest Nigeria. Journal of Educational and Practice, 7(4), 38-42.

Anyango, R.N. & Okello, L.M. (2023). Influence of the Attitude of Teachers on Academic Performance Of Visually Impaired Learners In Primary Schools Of Rongo Sub-County, Kenya. European Journal of Special Education Research, 9(2), 1-17

Attia, I., & Asamoah, D. (2020). The White cane: Its Effectiveness, challenges, and Suggestions for Effective Use: The case of Akropong School for the Blind. Journal of Education, Society and Behavioral Science, 33(3), 47-55

Balal, I., & Rehan, I. (2012). Discrimination and Stigmatization of Physically Disabled Students in a General Educational Environment in Pakistan: A case study. Academic Research International, 2(2), 622-639.

Benbow, J., Mirachi, A., Oliver, D., & Said Moshiro, L. (2007). Large class sizes in the Developing World: What do we know and what can we do? Education Development Center, Harvard University: Available at http://www.equip123.net/docs

Bergsma, S. (2000). The Regular classroom as battleground for inclusive special needs education: an assessment of options of special needs education in the Commonwealth Caribbean. Series Editor: Lynda Quamina-Aiyejina - Aiyejina (E.D). Education for all in the Caribbean. UNESCO.

Brandão, A., Kira, E., & Luque, L. (2018). On the inclusion of learners with visual impairment in computing education programs in Brazil: practices of educators and perceptions of visually impaired learners. Journal of the Brazilian Computer Society, 24(4), 1-12

Biswas, R. (2016). Approaches to Daily Living Skills and Orientation and Mobility to the Education of The Visually Impaired Children. Institute of Education (P.G.) for Women Chandernagore, University of Calcutta.

Chapman, A., Mulkeen, A., David, W., DeJaeghere, J. G., & Elizabeth, L. (2003). Recruiting, Retaining, and Retraining Secondary School Teachers and Principals in Sub-Saharan Africa. World Bank Working Paper; No. 99. Washington, DC: World Bank. © World Bank. https://openknowledge.worldbank.org/handle/10986/6648 License: CC BY 3.0 IGO.

Cherry, K. (2019). The 5 Levels of Maslow's Hierarchy of Needs. Young voices for the planet and every sting type, Power of youth for everlasting change. Master Class at Work. New York: AFB Press.

Controy, P.W. (2006). Para professionals and students with visual impairments potential pitfall sand solutions review. Journal of Rehabilitation Education, 39(2), 43-55.

Corn, A., Bina, M., & Sacks, S. (2009). Looking good: A curriculum on physical appearance and personal presentation for adolescents and young adults with visual impairments. Austin, TX: Pro-Ed., Inc.

Cox., P.R., & Dykes, M.K. (2001). Effective Classroom Adaptations for Students with Visual Impairments. Teaching Exceptional Children, 33(6), 68-74.

DEID (2007). Civil Society Children and Youth Network Commissioned. A youth mapping study 4. U.S.A.

Dote-Kwan, J., Chen, D., & Hughes, M. (2009). Home environments and perceived needs of Anglo and Latino families of young children with visual impairments.Journal of Visual Impairment and Blindness,10(3), 531-542

Douglas, H. (2018). Visualizing structure, the reading surface of social life U.S.A. Journal of Qualitative Sociology, 20(1), 57-77.

Graffin-Shirley, N., Trusty, S., & Richard, R. (2000). Orientation and Mobility. Foundation of Education Instruction strategies for Teaching children and youths with vision impairments, United States of America Foundation for the Blind, U.S.A.

Hair, J.F., Tatham, R.L.T., & Black, W.C. (2009). Motivation among employees in consultancy companies. International Journal of Engineering Science Intervention, 3(1), 56-66

Hallak, J. (2019). Investing in the future setting educational priorities in the Developing World Paris. ILEP and Pergaman press. Paris.

Herward, W.L. (2013). Ten Faulty Nations about Teaching and Learning that Hinders the effectiveness of Special Education. The Journal of Special Education, 36(4), 186-205

Holbrook, M.C., Kamei-Hannan, C., & McCarthy, T. (2017). Foundations of Education, Volume II: Instructional Strategies for Teaching Children and Youths with Visual Impairments: New York, NY; AFB Press.

Hiuhu, B. (2012). Introduction to Education Resources (Mod. 2).Nairobi: Kenya Institute of Special Education. Community-based rehabilitation of the rural blind. A training guide for the field workers (1st Ed.). New York: Ellen Keller International.

Hoerr, T. (2005). Principal Connection/New School Year Resolutions. Journal of Educational Leadership 7(4), 90-91

Kirk, H., & Anstasiow, G.J. (2003). School-based factors influencing integration of learners with special disabilities. Educating exceptional children (VI). Houghton Miffer Company. Boston. Newyork.

Kochung, E.L. (2011). Roll of Higher Education in promoting inclusive education: Kenya Perspective. Journal of Emerging Trends in Educational Research and Policy Studies, 2(3): 144-149

Loveless, M.E. & Betro, V.C. (2020). Improving student’s performance via private conversations education. Journal of Computational Science Education,11(1), 81-87

Mapunda, H., Omollo, D.,& Bali, T. (2017). Challenges in identifying and serving students with special needs in Dodoma, Tanzania. International Journal of Child Care and Education Policy, 11(1): 10-26.

Momene, R. (2015). Disability is not Inability. Ability beyond disability, Rene MomeneOtte, Cameroon

MOE (2013). Learning for all. School effectiveness Framework: A support for school improvement and student. Success. Basic Education Act No. 14 of 2013. Nairobi – Kenya.

MOED Uganda (2003). Politics of academics. Because of losses resulting limited readership on the continent. Uganda Martyrs University (UMU), Uganda.

MOEST (2005). Challenges in the provision of Free Primary Education in Public school Kenya Government, Nairobi, Kenya.

Ndurumo, M.M. (2016). Exceptional children. Development consequences and intervention provision of Education for all Kenyans. In Basic Education Forum Vol. 6. Nairobi – Kenya.Nyakundi, T.K. (2012). Factors affecting teachers’ motivation in public secondary schools in Thika, West District, Kiambu County-Kenya. Kenyatta University, Kenya.

Ocloo, M.A. (2011). Effective Education for Persons with Visual Impairments in Ghana. Winnebai: Department of Special Education, UEW, Ghana.

Okongo, R.B., Ngao, G., Rop, N.K., & Nyongesa, W.J. (2015). Effect of availability of teaching and learning resources, on the implementation of inclusive education Nyamira North Sub-County-Kenya. Journal of Education and Practice, 6(35), 132-141.

Okumu, D. (2019). A gender analysis of disability. Longman, Nairobi- Kenya.

Olung'a, T.M., & Okello, L.M. (2020). A survey of Kindergarten through 12th grade teacher perception of the learning environment in the mid-Atlantic region of the United States. International Journal of Novel Research in Education and Learning, 7(2): 68-82.

Ogot, M. (2005). Academic Progression Plans for Ministry of Education, Nairobi, Kenya

Otiato, G.M. (2002). School-based factors influencing the participation of children develop the child’s sense of security, confidence, and ability to cope with others. Nairobi – Kenya.

Owoko, I.S. (2009). The role of Advocacy in enhancing the equalization of opportunities for disabled people (Unpublished paper) was presented in the Leonard Cheshire Disability Workshop in Kisumu.

Oyugi, N.L., & Nyaga, M.M. (2010). Introduction to Contemporary Issues Affecting Education. Kenya Institute of Special Needs.

Ruby, R. (2019). A call to end vision stimulation training for visual impairment and blindness. Journal of Visual Impairment & Blindness, 90(5), 364-366.

Selvah, J. (2020). What is Self-Actualization? A Psychologist’s Definition. Positive Psychology, 2(3), 56-57.

Sharma, H., & Sharma, P. (2015). Indian higher education system: Challenges and suggestion, electronic. Journal for Inclusion Education, 3(4), 8-9.

Sorge, R., & Godfrey, A.J.R. (2016). An accessible interaction model for data visualization in statistics in proceedings of international conference on computers. Helping people with special needs. New York: Ellen Keller International.

Summaring, A., & Ayodele (2021). Introduction to educational planning, Administration and supervision. Ado-Ekiti. Yemi Printing Services.

UNESCO (2001). Understanding and Responding to Children's Needs in Inclusive Classrooms. A guide for Teachers. Inter-agency Network for Education in Emergency. Available online at: https://www.unesco.org/education/educprocs/sne

UNESCO (2003). Overcoming Exclusion through Inclusive Approaches in Education. Challenge a Vision-Conceptual paper, Spain Paris-UNESCO.

Wanjohi, K. (2003). Attitude towards Visually Impaired Children on Sighted Peers and Teachers in Integrated Schools. Unpublished MEd. Thesis, Kenyatta University, Nairobi.

Willington, J.S., & Stuckhouse K.M. (2018). Use of symbols, visual schedules time table, and sequence strips introducing and rehearsing verbal or written descriptions about specific skies or station service as media for learners. Retrived from https://www.readingrockets.org/topics/autism-spectrum-disorder/articles/visual-schedules-school-setting?__cf_chl_tk=MvV0WM6GxmT4N2EjaYLneLKr.FpGx7DryF1jTBKgM-1711580394-0.0.1.1-1386




DOI: http://dx.doi.org/10.46827/ejse.v10i3.5295

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