Attitudes Of Regular Primary School Teachers Towards Inclusion Of Learners With Visual Impairment Into Regular Schools In Nairobi District - Kenya.

TABLE OF CONTENTS

DECLARATION j

SUPERVISORS APPROVAL ii

DEDICATION iii

TABLE OF CONTENTS iv

LIST OF TABLES vi

ACKNOWLEDGEMENT vii

ABSTRACT viii

LIST OF ABBREVIATIONS ix

OPERATIONAL DEFINITIONS OF TERMS x

CHAPTER ONE: INTRODUCTION 1

1.0 Introduction 1

1.1 Background of the~3

1.2 Statement of the problem 4

1.3 Objectives of the study 4

1.4 Research questions 5

1.5 Significance of the study 5

1.6 Scope of the Study 5

CHAPTER TWO: LITERATURE REVIEW 6

1.0 Introduction 6

2.1 Conceptual Framework 9

2.2 Teachers knowledge and understanding of visual impairment 10

2.3 Causes of Visual Impairment 11

2.4 Effects of Visual Impairment 12

2.5 Educational Policies in Kenya for Disabled persons 13

CHAPTER THREE: RESEARCH METHODOLOGY 17

2.0 Introduction 17

iv

3.1 Research 17

3.2 Research Environment 17

3.3 Sample selection and Size 17

3.4 Research instruments 18

3.5 Data collection procedures 18

3.6 Data analysis procedures 18

3.7 Limitations of the study 19

3.8 Delimitations of the study 19

CHAPTER FOUR: RESEARCH FINDINGS 20

4.0 Introduction 20

4.1 Findings from research question one 20

4.2 Findings from research question two 23

4.3 Findings from research question three 25

4.4 Findings from research question four 28

CHAPTER FIVE: SUMMARY, CONCLUSION RECOMMENDATION---- 30

5.0 Introduction 30

5.1 Summary 30

5.2 Conclusions 31

5.3 Recommendations 31

References 32

APPENDICES 33

ABSTRACT

The study was based on “attitudes of regular primary school teachers towards

inclusion of learners with visual impairment into regular schools in Dagoretti

Division Nairobi Kenya.

The absence of an integrated school dealing with learners with visual impairment in

the division, led the researcher to investigate the teachers attitudes towards inclusion

oflearners with visual impairment.

From the researchers findings it was clear that most of the teachers have positive

attitude towards the inclusion of learners with special needs. However these teachers

lack the knowledge, skills and equipment to handle learners with special needs. The

researcher therefore recommend the Government to train more teachers on the area

ofSpecial Needs Education.

The~ Teachers Service Commission (TSC) need to post contact teachers (at least one

contract teacher) in every regular primary school who would work together with the

itinerant teacher.

There is also need to give special allowances to the contact teachers in regular

primary schools.