Influence of Learners’ Readiness and Physical Facilities on Transition of Learners with Visual Impairment from Integrated Pre-primary to Primary Schools in Narok County, Kenya
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Date
2022-06Author
Shinali, Maryconsolata
Koech, Peter Kibet
Kimani, Cecilia
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Transition of pre-primary learners with visual impairment from integrated pre-primary to primary
schools in Narok County has been low. Thus, the study assessed school dynamics influencing
transition of learners with visual impairment from integrated pre-primary to primary schools in Narok
County, Kenya. The study was based on the Ecological Systems Theory and Transition Theory. The
study employed mixed methods approach and in turn used concurrent triangulation research design.
The target population consisted of 16 headteachers, 3 Educational Assessment and Resource
Centre (EARC) officers and 208 teachers and 160 learners with visual impairment all totalling to
387. The study adopted the Krejcie and Morgan (1970) sample size determination formula where a
sample size of 266 respondents was sampled. The study used purposive and stratified sampling
method to select the sample. 15 headteachers and three EARC Officers were sampled using
purposive sampling. Stratified random sampling method was used to select 135 teachers while 113 learners were selected using simple random sampling. Questionnaires were used to collect data
from teachers, interview guides were used to collect data from headteachers and EARC Officers
while an observation checklist was used to collect data from the learners. Pilot testing of the
instrument was done on 2 headteachers, one EARC officer, 12 teachers and 5 learners with visual
impairment from the neighbouring Bomet County. Validity was established through expert
judgement. Reliability was established using test re-test technique and reliability index, r = 0.867
was determined using Cronbach Alpha Method. The study established that learners’ readiness and
physical facilities influence transition of learners with visual impairment from integrated pre-primary
to primary schools. The study recommends that Ministry of Education should redesign the teacher
training curriculum to encompass components of special needs education to equip them with skills
to handle and teach learners in integrated school microsystems. I would recommend that Ministry of
Education should also allocate more funds to schools to enable the school management to provide
adequate, but suitable physical facilities for learners with visual impairment.
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