Date of Award

11-2015

Document Type

Dissertation

Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Dr. Abdalla Mohamed

Second Supervisor/Advisor

Dr. Nicholas Wachira

Department

Institute for Educational Development, East Africa

Abstract

Teachers’ practices in handling learners with visual impairments in inclusive schools have remained less explored especially at primary school level and in the developing countries. Consequently, their competences in handling these learners with visual impairments in inclusive schools are barely known bearing in mind that teachers are core players in the education of these learners. It is this gap in the existing literature that initiated this study. This study looks into the teachers’ practices in handling learners with visual impairments in inclusive schools in Kenya: It is a case study of a private primary school in Embu County. The purpose of the study is look into the teachers’ understanding of inclusion; the teachers’ practices in handling learners with visual impairments in the classroom and outside the classroom as well as the challenges teachers face in the course of handling learners with visual impairments in inclusive schools. The research uses qualitative approach. It is a case study where multiple data collection methods have been used. These methods include: semi-structured interviews, document analysis and observations. The study reveals that teachers in inclusive schools have some potential in handling learners with visual impairments. Limited knowledge of learning needs of the learners with visual impairments; skills in adaptation of teaching and learning materials as well as the learning content; skills in the expanded core curriculum for learners with visual impairments and limited time are some of the challenges these teachers encounter as they practice inclusion in their schools. For further research, a similar study involving a public primary school with more participants is suggested.

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