This research determined the involvement, experiences, and challenges of parents having children with special needs. The narrative inquiry served as the study design, while the interview questionnaire served as the main instrument. Data obtained were transcribed, coded, and analyzed to determine the emerging themes and essence of the study. The results revealed that parents support their children's scholastic activities and allow them to socialize with their peers. Their experiences in raising children with special needs include imposing discipline, teaching them domestic chores, siblings' rivalry, and communication barriers. On the other hand, their challenges include handling situations when their children are experiencing tantrums, feeding, expenses in sending to school, providing instructional materials, discrimination, and bullying. Taking things holistically, it can be concluded that parents of children with special needs immensely involve themselves in all the academic undertakings of their children. They are able to manage the challenges of raising children with special needs and provide them well parental-related care. An implication for practice was designed in hope of helping the parents of children with special needs. Hence, it is recommended that the school adopt the implications for practice and recommendations for parents with special needs so that they can be given foundational knowledge in dealing with their children with special needs. Article visualizations:
{"title":"INVOLVEMENT, EXPERIENCES, AND CHALLENGES OF PARENTS HAVING CHILDREN WITH SPECIAL NEEDS: IMPLICATIONS TO PRACTICE","authors":"","doi":"10.46827/ejse.v8i2.4366","DOIUrl":"https://doi.org/10.46827/ejse.v8i2.4366","url":null,"abstract":"This research determined the involvement, experiences, and challenges of parents having children with special needs. The narrative inquiry served as the study design, while the interview questionnaire served as the main instrument. Data obtained were transcribed, coded, and analyzed to determine the emerging themes and essence of the study. The results revealed that parents support their children's scholastic activities and allow them to socialize with their peers. Their experiences in raising children with special needs include imposing discipline, teaching them domestic chores, siblings' rivalry, and communication barriers. On the other hand, their challenges include handling situations when their children are experiencing tantrums, feeding, expenses in sending to school, providing instructional materials, discrimination, and bullying. Taking things holistically, it can be concluded that parents of children with special needs immensely involve themselves in all the academic undertakings of their children. They are able to manage the challenges of raising children with special needs and provide them well parental-related care. An implication for practice was designed in hope of helping the parents of children with special needs. Hence, it is recommended that the school adopt the implications for practice and recommendations for parents with special needs so that they can be given foundational knowledge in dealing with their children with special needs. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125437391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Information Communication Technology (ICT) plays a central role in facilitating education in the 21st century. For successful integration of ICT in teaching and learning teachers play a key role. As such, there is a need for competent teachers in applying ICT skills to teach and facilitate learning. This study sought to examine teachers’ ICT competency in implementing Digital Literacy Programme (DLP) in public primary special schools in Nairobi County ii Kenya. The study used a semi-structured questionnaire tool to collect data from 99 teachers and 41 head teachers from public primary special schools in Nairobi County. Mixed-Methods Research (MMR) where both Statistical Methods and thematic analysis approaches were used to analyse the data. Statistical Methods used include descriptive analysis such as frequencies and percentages and bivariate analysis approaches including Chi-square tests of hypothesis regarding the relationship between teacher’s ICT competency and implementation of DLP. The study found that the role played by DLP in building teacher ICT skill capacity is 28.4% lower in special schools compared to regular schools. As a result, teachers of children with disabilities and special educational needs have limited relevant ICT skills such as assistive technology to support teaching and learning. The study also found that whilst there may be a significant proportion of teachers skilled with ICT skills, lack of access to digital devices and internet connectivity makes it difficult for them to demonstrate their competency and apply the same to the teaching of children with disabilities. Based on the results of this study, recommendations for policy enhancement and improvement of practice have been made. Article visualizations:
{"title":"WHERE ARE WE IN SPACE: EXAMINING TEACHERS’ ICT COMPETENCY IN TEACHING LEARNERS IN SPECIAL SCHOOLS IN KENYA","authors":"C. M. Omboto, Anne W. Kanga","doi":"10.46827/ejse.v8i3.4361","DOIUrl":"https://doi.org/10.46827/ejse.v8i3.4361","url":null,"abstract":"Information Communication Technology (ICT) plays a central role in facilitating education in the 21st century. For successful integration of ICT in teaching and learning teachers play a key role. As such, there is a need for competent teachers in applying ICT skills to teach and facilitate learning. This study sought to examine teachers’ ICT competency in implementing Digital Literacy Programme (DLP) in public primary special schools in Nairobi County ii Kenya. The study used a semi-structured questionnaire tool to collect data from 99 teachers and 41 head teachers from public primary special schools in Nairobi County. Mixed-Methods Research (MMR) where both Statistical Methods and thematic analysis approaches were used to analyse the data. Statistical Methods used include descriptive analysis such as frequencies and percentages and bivariate analysis approaches including Chi-square tests of hypothesis regarding the relationship between teacher’s ICT competency and implementation of DLP. The study found that the role played by DLP in building teacher ICT skill capacity is 28.4% lower in special schools compared to regular schools. As a result, teachers of children with disabilities and special educational needs have limited relevant ICT skills such as assistive technology to support teaching and learning. The study also found that whilst there may be a significant proportion of teachers skilled with ICT skills, lack of access to digital devices and internet connectivity makes it difficult for them to demonstrate their competency and apply the same to the teaching of children with disabilities. Based on the results of this study, recommendations for policy enhancement and improvement of practice have been made. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"877 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120882216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Brian Abook, Abraham Kiprop Mulwo, Fredrick Njoroge
Visual impairment is viewed as one of the most threatening disabilities. About 40-50 per cent of the people with disabilities who have visual impairment may be categorized as heavy drinkers. Most studies conducted to establish the information needs of visually impaired people have concentrated on the format of the information. Yet, accessible health information is key to reducing health inequalities in health care experienced among the visually impaired. Very few empirical studies have examined the health information needs of the visually impaired. Some of the gaps related to the types of health information include non-format aspects like the content type, timing and sender of the messages. This study investigates the audience reception of alcohol abuse messages among the visually impaired in Kenya. Using a purposive sampling procedure, 25 participants with visual impairment were identified from rehabilitation centres and institutions for the PWDs within Nairobi County. Data was generated through in-depth interviews, then recorded, transcribed, analyzed thematically, and presented in narrative form according to the themes. Study findings indicate that people with visual impairment were unconformable with the way media consistently portrays them as needing assistance and as an instrument of sympathy to elicit mercy. The visually impaired face difficulties satisfying their information needs through media content that focuses more on visuals and less on audio description. Their exclusion made them perceive that messages were only targeting the general population and thus were not as effective. Nevertheless, they sought assistance from intermediaries such as religious leaders, local authorities, teachers, friends, and close family members when they faced difficulty interpreting messages. Intermediaries largely buffered their challenges in interpreting messages. Apart from tailoring messages to suit the needs of the visually impaired, there is a need to involve them in actively developing and disseminating messages in Kenya. Article visualizations:
{"title":"AUDIENCE RECEPTION OF ALCOHOL ABUSE MESSAGES AMONG THE VISUALLY IMPAIRED IN KENYA","authors":"Brian Abook, Abraham Kiprop Mulwo, Fredrick Njoroge","doi":"10.46827/ejse.v8i3.4358","DOIUrl":"https://doi.org/10.46827/ejse.v8i3.4358","url":null,"abstract":"Visual impairment is viewed as one of the most threatening disabilities. About 40-50 per cent of the people with disabilities who have visual impairment may be categorized as heavy drinkers. Most studies conducted to establish the information needs of visually impaired people have concentrated on the format of the information. Yet, accessible health information is key to reducing health inequalities in health care experienced among the visually impaired. Very few empirical studies have examined the health information needs of the visually impaired. Some of the gaps related to the types of health information include non-format aspects like the content type, timing and sender of the messages. This study investigates the audience reception of alcohol abuse messages among the visually impaired in Kenya. Using a purposive sampling procedure, 25 participants with visual impairment were identified from rehabilitation centres and institutions for the PWDs within Nairobi County. Data was generated through in-depth interviews, then recorded, transcribed, analyzed thematically, and presented in narrative form according to the themes. Study findings indicate that people with visual impairment were unconformable with the way media consistently portrays them as needing assistance and as an instrument of sympathy to elicit mercy. The visually impaired face difficulties satisfying their information needs through media content that focuses more on visuals and less on audio description. Their exclusion made them perceive that messages were only targeting the general population and thus were not as effective. Nevertheless, they sought assistance from intermediaries such as religious leaders, local authorities, teachers, friends, and close family members when they faced difficulty interpreting messages. Intermediaries largely buffered their challenges in interpreting messages. Apart from tailoring messages to suit the needs of the visually impaired, there is a need to involve them in actively developing and disseminating messages in Kenya. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123576616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The paper reports some of the key findings of a study that explored the effects of adaptive computer use on the mathematics performance of students with cerebral palsy in Joytown Special Secondary School for the Physically Handicapped in Kiambu County, Kenya. In the study, a quasi-experimental design was adopted utilizing a sample size of 32 students with cerebral palsy. Purposive and stratified random sampling techniques were adopted in selecting the sample size. The research study applied Amabile and Kramer’s progress theory and the primary data collection methods were classroom observation checklists, interview guides and pre-test and post-test. The research data was analyzed using SPSS version 22 and primary data analyzed per the study objectives. The findings on the impacts of adapted computer use on mathematics performance of students with cerebral palsy are reported. The study findings demonstrated that adapted computer use increases the academic independence and performance of students. This confirms that the integration of assistive technology in mathematics learning can be a compensatory tool for children with cerebral palsy despite the motor and communication dysfunctions resulting from their disabling condition. On the basis of the study findings, recommendations are provided. Article visualizations:
这篇论文报道了一项研究的一些关键发现，该研究探讨了适应性计算机使用对肯尼亚基安布县乔伊敦残疾人特殊中学脑瘫学生数学成绩的影响。本研究采用准实验设计，选取32名脑瘫学生为样本。样本量的选择采用有目的分层随机抽样方法。本研究采用了Amabile和Kramer的进步理论，主要的数据收集方法是课堂观察清单、访谈指南、测试前和测试后。研究数据使用SPSS version 22进行分析，并根据研究目标对主要数据进行分析。本文报道了适应性计算机使用对脑瘫学生数学成绩影响的研究结果。研究结果表明，适应电脑的使用提高了学生的学术独立性和表现。这证实了辅助技术在数学学习中的整合可以成为脑瘫儿童的一种补偿性工具，尽管他们的残疾状况导致运动和沟通障碍。根据研究结果，提出建议。可视化条
{"title":"EFFECTS OF ADAPTED COMPUTER USE ON MATHEMATICS PERFORMANCE OF STUDENTS WITH CEREBRAL PALSY IN JOYTOWN SPECIAL SECONDARY SCHOOL KIAMBU COUNTY, KENYA","authors":"Betty Mulavi, F. I. Wamocho, M. Ogalloh","doi":"10.46827/ejse.v8i3.4343","DOIUrl":"https://doi.org/10.46827/ejse.v8i3.4343","url":null,"abstract":"The paper reports some of the key findings of a study that explored the effects of adaptive computer use on the mathematics performance of students with cerebral palsy in Joytown Special Secondary School for the Physically Handicapped in Kiambu County, Kenya. In the study, a quasi-experimental design was adopted utilizing a sample size of 32 students with cerebral palsy. Purposive and stratified random sampling techniques were adopted in selecting the sample size. The research study applied Amabile and Kramer’s progress theory and the primary data collection methods were classroom observation checklists, interview guides and pre-test and post-test. The research data was analyzed using SPSS version 22 and primary data analyzed per the study objectives. The findings on the impacts of adapted computer use on mathematics performance of students with cerebral palsy are reported. The study findings demonstrated that adapted computer use increases the academic independence and performance of students. This confirms that the integration of assistive technology in mathematics learning can be a compensatory tool for children with cerebral palsy despite the motor and communication dysfunctions resulting from their disabling condition. On the basis of the study findings, recommendations are provided. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130404874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Specifically, the study aimed at determining the attitude of teachers toward learners with MID in selected primary schools in Kiambu County and how it influenced their performance in English. The study employed social constructivist theory to explore the teachers’ instructional strategies that had an effect on the English performance of learners with MID in acquiring self-regulation. In this study 31 class six English teachers, 2111 class six learners and 31 school administrators within 3 zones were targeted in the descriptive survey study. A 20% sample was used to sample the learners, while purposeful sampling was used for the teachers and school administrators. The study used a sample of 31 school administrators, 31 teachers and 422 learners, all from the three identified zones. Observation schedules, interview schedules and questionnaires were used to collect data. Piloting was done in Gicharani primary school to enhance the validity of the research instruments while the test and re-test method was used to test the instruments’ reliability. Quantitative data questions were analyzed by descriptive statistics such as frequencies, percentages and measures of central tendencies. Findings revealed that the teachers’ attitude was positive with some having a negative attitude. The chi-square analysis revealed that the p-value was statistically significant at 0.018 implying that the teachers’ attitude towards the learners affected the learners with MID’s English performance. The study concludes that the teachers’ attitude towards learners with MID had a significant influence on the MID learners’ performance in English. The study recommends that primary school teachers should be trained on the need for a positive attitude in the classroom towards all the learners, more so those with MID to ensure their participation in class and improved self-esteem. Article visualizations:
{"title":"TEACHERS’ ATTITUDE AND ITS EFFECT ON PERFORMANCE IN ENGLISH AMONG LEARNERS WITH MILD INTELLECTUAL DISABILITY IN SELECTED PRIMARY SCHOOLS IN KIAMBU COUNTY, KENYA","authors":"Mary Wanjiku Gachie, George M Mathenge, S. Nzoka","doi":"10.46827/ejse.v8i3.4341","DOIUrl":"https://doi.org/10.46827/ejse.v8i3.4341","url":null,"abstract":"Specifically, the study aimed at determining the attitude of teachers toward learners with MID in selected primary schools in Kiambu County and how it influenced their performance in English. The study employed social constructivist theory to explore the teachers’ instructional strategies that had an effect on the English performance of learners with MID in acquiring self-regulation. In this study 31 class six English teachers, 2111 class six learners and 31 school administrators within 3 zones were targeted in the descriptive survey study. A 20% sample was used to sample the learners, while purposeful sampling was used for the teachers and school administrators. The study used a sample of 31 school administrators, 31 teachers and 422 learners, all from the three identified zones. Observation schedules, interview schedules and questionnaires were used to collect data. Piloting was done in Gicharani primary school to enhance the validity of the research instruments while the test and re-test method was used to test the instruments’ reliability. Quantitative data questions were analyzed by descriptive statistics such as frequencies, percentages and measures of central tendencies. Findings revealed that the teachers’ attitude was positive with some having a negative attitude. The chi-square analysis revealed that the p-value was statistically significant at 0.018 implying that the teachers’ attitude towards the learners affected the learners with MID’s English performance. The study concludes that the teachers’ attitude towards learners with MID had a significant influence on the MID learners’ performance in English. The study recommends that primary school teachers should be trained on the need for a positive attitude in the classroom towards all the learners, more so those with MID to ensure their participation in class and improved self-esteem. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114053713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Yodit Tesfagabr Yosief, Kinikonda Okemasisi, Paulos, W. Mesmer
The purpose of this study was to establish how head-teachers’ classroom visitation influences students’ performance in public junior schools in Keren Sub-zone. The study was guided by systems theory and employed mixed-method approaches with a concurrent triangulation design. The study targeted public junior schools in Keren Sub-zone Anseba Region. Systematic sampling, simple random sampling and purposeful sampling were used to select 44 teachers, 326 students, five head-teachers, and two Educational Officers of the Keren Sub-zone. A total of 377 respondents took part in the study. Questionnaires were used to collect data from teachers and students, whereas interview was conducted to get information from head-teachers and Educational Officers. The quantitative data was analysed descriptively with the help of SPSS Version 21 and reported in frequency tables and percentages. The qualitative data was organized into themes based on the research questions and reported in a narrative form and direct quotations. The study established that in the high-performing schools, head-teachers practiced the classroom visitation activities better than those in poorly performing schools thus the reason for low performance in some public junior schools in Keren Sub-zone. The study concluded that in low-performing schools, head-teachers have not been considering some of the key classroom visitation practices such as supervision by walking around, monitoring of students’ discipline, and physical lesson observation. The study recommended that the ministry of education intensify supervision in the public junior schools to strengthen the quality of instructional supervision by the head-teachers. The study suggested that a similar study be done in other sub-zones in Eritrea to find out if the same findings can be established. Article visualizations:
摘要本研究旨在探讨可伦分区公立初中校长课堂访问对学生表现的影响。本研究以系统论为指导，采用混合方法进行并行三角剖分设计。这项研究的对象是安塞巴地区克伦分区的公立初中。采用系统抽样、简单随机抽样和目的抽样的方法，选取克伦分区44名教师、326名学生、5名班主任和2名教育干事。共有377名受访者参与了这项研究。通过问卷调查的方式向教师和学生收集数据，通过访谈的方式向校长和教育官员收集信息。定量数据用SPSS Version 21进行描述性分析，并以频率表和百分比报告。定性数据根据研究问题组织成主题，并以叙述形式和直接引用的方式报告。研究发现，高绩效学校的班主任在课堂探访活动上的表现优于低绩效学校的班主任，这是克伦分区部分公立初中表现不佳的原因。该研究得出的结论是，在表现不佳的学校，校长没有考虑到一些关键的课堂访问实践，如通过走动监督，监督学生的纪律，以及物理课观察。建议教育部加强对公办初中的督导，以提高校长督导的质量。该研究建议在厄立特里亚的其他次区域进行类似的研究，以确定是否可以建立相同的发现。可视化条
{"title":"ESTABLISHING HOW HEAD-TEACHERS’ CLASSROOM VISITATION PRACTICE INFLUENCES STUDENTS’ PERFORMANCE IN PUBLIC JUNIOR SCHOOLS IN KEREN SUB-ZONE, ERITREA","authors":"Yodit Tesfagabr Yosief, Kinikonda Okemasisi, Paulos, W. Mesmer","doi":"10.46827/ejse.v8i3.4342","DOIUrl":"https://doi.org/10.46827/ejse.v8i3.4342","url":null,"abstract":"The purpose of this study was to establish how head-teachers’ classroom visitation influences students’ performance in public junior schools in Keren Sub-zone. The study was guided by systems theory and employed mixed-method approaches with a concurrent triangulation design. The study targeted public junior schools in Keren Sub-zone Anseba Region. Systematic sampling, simple random sampling and purposeful sampling were used to select 44 teachers, 326 students, five head-teachers, and two Educational Officers of the Keren Sub-zone. A total of 377 respondents took part in the study. Questionnaires were used to collect data from teachers and students, whereas interview was conducted to get information from head-teachers and Educational Officers. The quantitative data was analysed descriptively with the help of SPSS Version 21 and reported in frequency tables and percentages. The qualitative data was organized into themes based on the research questions and reported in a narrative form and direct quotations. The study established that in the high-performing schools, head-teachers practiced the classroom visitation activities better than those in poorly performing schools thus the reason for low performance in some public junior schools in Keren Sub-zone. The study concluded that in low-performing schools, head-teachers have not been considering some of the key classroom visitation practices such as supervision by walking around, monitoring of students’ discipline, and physical lesson observation. The study recommended that the ministry of education intensify supervision in the public junior schools to strengthen the quality of instructional supervision by the head-teachers. The study suggested that a similar study be done in other sub-zones in Eritrea to find out if the same findings can be established. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126346923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study examines the classroom management (CM) strategies applied by elementary school teachers in their inclusive classrooms. The study group comprised 14 primary school teachers, one student with special needs (SN) from the classroom of each teacher and an average student (AS) paired with the student with SN in terms of gender and age. Study data were collected using two observation forms, and a self-report instrument that the teachers used to evaluate their CM strategies. According to the study findings, the teachers scored highly in some evidence-based and proactive strategies, such as classroom organization, the use of reinforcements and giving directions, but recorded the lowest scores in identifying and teaching classroom rules, individualizing instructions, and using appropriate prompts. The teachers rated their classroom management as super, although an evaluation of all the findings revealed that teachers did not use some of the classroom management strategies that they claimed to use. Article visualizations:
{"title":"EVIDENCE-BASED AND PROACTIVE CLASSROOM MANAGEMENT OF INCLUSIVE CLASSROOMS TEACHERS","authors":"Ayfer Aslan, B. Sucuoğlu","doi":"10.46827/ejse.v8i3.4319","DOIUrl":"https://doi.org/10.46827/ejse.v8i3.4319","url":null,"abstract":"This study examines the classroom management (CM) strategies applied by elementary school teachers in their inclusive classrooms. The study group comprised 14 primary school teachers, one student with special needs (SN) from the classroom of each teacher and an average student (AS) paired with the student with SN in terms of gender and age. Study data were collected using two observation forms, and a self-report instrument that the teachers used to evaluate their CM strategies. According to the study findings, the teachers scored highly in some evidence-based and proactive strategies, such as classroom organization, the use of reinforcements and giving directions, but recorded the lowest scores in identifying and teaching classroom rules, individualizing instructions, and using appropriate prompts. The teachers rated their classroom management as super, although an evaluation of all the findings revealed that teachers did not use some of the classroom management strategies that they claimed to use. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130845067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Wanjiru Josephine Maingi, B. L. Misigo, G. B. Rushahu
This study explored the lived experiences of learners living with physical disabilities in selected inclusive primary schools of Elgeiyo Marakwet County, Kenya. The purpose of this study was to explore these learners’ experiences of inclusion and exclusion. Participants in this study were purposively selected. Phenomenological design and participatory visual methodologies were used to generate data in this study. Data were analysed thematically using the guidelines for thematic analysis. This study revealed that learners living with physical disabilities were included and treated well in school. However, they also reported being excluded and neglected in a few instances. These learners besides exclusion in school also reported being neglected, discriminated and marginalised at home. Inadequate teacher training, unfriendly subject content, and less time for learning and assessment were reported as some of the challenges they faced in school. This study concluded that an inclusive primary school environment was better for learners living with disabilities compared to home. Moreover, retrogressive cultural beliefs were a major hindrance to their schooling and education. This study recommends that prospective teachers be trained on how to teach learners living with disabilities in inclusive primary schools. Teachers, pupils, parents and the general community to be sensitised on how to treat, and relate with learners living with physical disabilities at home and school.
{"title":"LIVED EXPERIENCES OF LEARNERS LIVING WITH PHYSICAL DISABILITIES IN SELECTED INCLUSIVE PRIMARY SCHOOLS OF ELGEIYO MARAKWET COUNTY, KENYA","authors":"Wanjiru Josephine Maingi, B. L. Misigo, G. B. Rushahu","doi":"10.46827/ejse.v8i2.4291","DOIUrl":"https://doi.org/10.46827/ejse.v8i2.4291","url":null,"abstract":"This study explored the lived experiences of learners living with physical disabilities in selected inclusive primary schools of Elgeiyo Marakwet County, Kenya. The purpose of this study was to explore these learners’ experiences of inclusion and exclusion. Participants in this study were purposively selected. Phenomenological design and participatory visual methodologies were used to generate data in this study. Data were analysed thematically using the guidelines for thematic analysis. This study revealed that learners living with physical disabilities were included and treated well in school. However, they also reported being excluded and neglected in a few instances. These learners besides exclusion in school also reported being neglected, discriminated and marginalised at home. Inadequate teacher training, unfriendly subject content, and less time for learning and assessment were reported as some of the challenges they faced in school. This study concluded that an inclusive primary school environment was better for learners living with disabilities compared to home. Moreover, retrogressive cultural beliefs were a major hindrance to their schooling and education. This study recommends that prospective teachers be trained on how to teach learners living with disabilities in inclusive primary schools. Teachers, pupils, parents and the general community to be sensitised on how to treat, and relate with learners living with physical disabilities at home and school.","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126112865","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The braille System is the most adopted writing and reading process in relief worldwide and includes the writing of the alphabet and of mathematical, chemical, phonetic, computer, and musical symbols. This text aims to explain what the braille System is and its importance for the independence of the blind person. In addition to demonstrating the appropriate distance between the points and proving that writing on the conventional slate is the best resource for correct writing in braille, the main objective of the research is to emphasize the importance of using the braille System and to value the conventional slate as a braille writing instrument. From the reading of theoretical texts and writings performed using both slates, the result is even more evident that writing on the conventional slate meets the tactile reading of the blind person, who uses the pad of the index finger to feel the braille dots. Article visualizations:
{"title":"THE BRAILLE SYSTEM: THE WRITING AND READING SYSTEM THAT BRINGS INDEPENDENCE TO THE BLIND PERSON","authors":"R. Lupetina","doi":"10.46827/ejse.v8i3.4288","DOIUrl":"https://doi.org/10.46827/ejse.v8i3.4288","url":null,"abstract":"The braille System is the most adopted writing and reading process in relief worldwide and includes the writing of the alphabet and of mathematical, chemical, phonetic, computer, and musical symbols. This text aims to explain what the braille System is and its importance for the independence of the blind person. In addition to demonstrating the appropriate distance between the points and proving that writing on the conventional slate is the best resource for correct writing in braille, the main objective of the research is to emphasize the importance of using the braille System and to value the conventional slate as a braille writing instrument. From the reading of theoretical texts and writings performed using both slates, the result is even more evident that writing on the conventional slate meets the tactile reading of the blind person, who uses the pad of the index finger to feel the braille dots. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126089015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
One of the four skills of language development is reading. It is a form of communication that can be used in both official and informal situations. Reading entails the decoding of communicative symbols in order to get meaning from them. Children's early experiences with language lay a strong basis for future reading achievement. This article presents findings from a study that was carried out in Hamisi Sub-County in Vihiga County. The goal of the study was to look at language instruction and pre-primary school children's reading readiness. The research was guided by Vygotsky's sociocultural theory. The study utilized a descriptive survey research design. The study sample was 72 schools selected from a total of 238 to represent 30% of the school population. The schools were sampled using stratified random sampling to ensure that each division was represented by at least 18 out of the 72 schools sampled. Purposeful sampling technique was used to select two language teachers from each pre-primary school. One class was observed during a language session and five children were assessed in reading using the reading readiness assessment checklist in 30% of the sampled schools. On the study questions, headteachers and managers from the sampled schools were interviewed. Questionnaires, an interview schedule a reading readiness checklist and an observation schedule were used to collect data. Test re-test was used to establish whether the tools were reliable. The Alpha reliability coefficient of 0.9 from Cronbach’s convinced the researchers that the instruments were reliable. Data was analyzed both qualitatively and quantitatively. Findings revealed that the success rate of using the language teaching techniques was moderate, with only (47%) of students in the tested schools being well equipped in reading readiness. Findings further revealed that teaching strategy had little or no impact on learners' reading preparation. The most common teaching and learning resources, according to the study are those that are available locally (52.5 percent). The study also revealed that teaching the first language encourages the acquisition of a second language (85 percent). As a result, first language development must be nourished, nurtured, and improved in order to facilitate English learning, which has a significant impact on reading readiness. The study established that the learners' social environment, educational environment and family economic situation all had a significant impact on their language learning and eventual reading readiness (47 percent). The study concluded that the environment has the greatest impact on pre-primary school children's reading readiness. Parents are encouraged to enroll their children in pre-primary schools in order to get the benefits of the first level of education. Article visualizations:
{"title":"TEACHING OF LANGUAGE AND PRE-PRIMARY SCHOOL CHILDREN’S READING READINESS IN HAMISI SUB-COUNTY, VIHIGA COUNTY, KENYA","authors":"Andahi Victor Serede, Teresa Mwoma","doi":"10.46827/ejse.v8i2.4279","DOIUrl":"https://doi.org/10.46827/ejse.v8i2.4279","url":null,"abstract":"One of the four skills of language development is reading. It is a form of communication that can be used in both official and informal situations. Reading entails the decoding of communicative symbols in order to get meaning from them. Children's early experiences with language lay a strong basis for future reading achievement. This article presents findings from a study that was carried out in Hamisi Sub-County in Vihiga County. The goal of the study was to look at language instruction and pre-primary school children's reading readiness. The research was guided by Vygotsky's sociocultural theory. The study utilized a descriptive survey research design. The study sample was 72 schools selected from a total of 238 to represent 30% of the school population. The schools were sampled using stratified random sampling to ensure that each division was represented by at least 18 out of the 72 schools sampled. Purposeful sampling technique was used to select two language teachers from each pre-primary school. One class was observed during a language session and five children were assessed in reading using the reading readiness assessment checklist in 30% of the sampled schools. On the study questions, headteachers and managers from the sampled schools were interviewed. Questionnaires, an interview schedule a reading readiness checklist and an observation schedule were used to collect data. Test re-test was used to establish whether the tools were reliable. The Alpha reliability coefficient of 0.9 from Cronbach’s convinced the researchers that the instruments were reliable. Data was analyzed both qualitatively and quantitatively. Findings revealed that the success rate of using the language teaching techniques was moderate, with only (47%) of students in the tested schools being well equipped in reading readiness. Findings further revealed that teaching strategy had little or no impact on learners' reading preparation. The most common teaching and learning resources, according to the study are those that are available locally (52.5 percent). The study also revealed that teaching the first language encourages the acquisition of a second language (85 percent). As a result, first language development must be nourished, nurtured, and improved in order to facilitate English learning, which has a significant impact on reading readiness. The study established that the learners' social environment, educational environment and family economic situation all had a significant impact on their language learning and eventual reading readiness (47 percent). The study concluded that the environment has the greatest impact on pre-primary school children's reading readiness. Parents are encouraged to enroll their children in pre-primary schools in order to get the benefits of the first level of education. Article visualizations:","PeriodicalId":378693,"journal":{"name":"European Journal of Special Education Research","volume":"265 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131711512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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