https://repository.maseno.ac.ke/handle/123456789/275 Fri, 15 May 2026 13:15:47 GMT 2026-05-15T13:15:47Z https://repository.maseno.ac.ke/handle/123456789/6325 The Inclusion of Students with Visual Impairment in Regular Institutions in Kenya: An Analysis of Policy and Legal Framework ODHIAMBO, Joshua Adongo This study is concerned with the inclusion of students with visual impairments in the regular institutions in Kenya. The purpose is to study the policy documents that have been guiding the inclusion of students with disabilities including those with VI in the regular institutions since independence. The research questions to be answered by the study were: (a) what policies guide the inclusion of students with visual impairments in regular institutions in Kenya; (b) What is the context in which the policies that guide inclusion were formulated in Kenya; (c) What were the consequences of the policies on the inclusion of students with VI in society. The study adopted qualitative research approach to carry out the study. It analyzed five education commission and working committee reports and four policies with have been formulated on the persons with disabilities in Kenya. The findings of the study would assist in identifying the gaps in the policies concerned with the provision of services to persons with disabilities including those with VI. https://dx.doi.org/10.47772/IJRISS.2024.803157 Wed, 24 Apr 2024 00:00:00 GMT https://repository.maseno.ac.ke/handle/123456789/6325 2024-04-24T00:00:00Z https://repository.maseno.ac.ke/handle/123456789/6324 The Inclusion of Students with Disabilities in Tertiary Institution: A Review of Related Literature on Strategies of Making Curriculum Accessible to Students Visual Impairments ODHIAMBO, Joshua Adongo The inclusion of students with disabilities including those with visual impairment (VI) has become a popular trend in most countries of the world. However, students with VI still face challenges in accessing curriculum materials for the course they pursue at tertiary institutions. This paper provides strategies lecturers can use to enable students with VI to access curriculum materials based on literature review of varied academic research and journal articles. The paper highlights teaching methods which lecturers can use to effectively teach students with VI. Other strategies discussed in the paper include: one on one instruction, use of peers to support students with VI, use of auditory resources by students with VI and providing students with VI with handouts in Braille. Also, the paper discusses adapting methods of assessment to accommodate students with VI as well as the use of assistive technology by visually impaired students. https://dx.doi.org/10.47772/IJRISS.2024.8100150 Mon, 11 Nov 2024 00:00:00 GMT https://repository.maseno.ac.ke/handle/123456789/6324 2024-11-11T00:00:00Z https://repository.maseno.ac.ke/handle/123456789/6210 Kenyan Sign Language (KSL) Dataset: Using Artificial Intelligence (AI) in Bridging Communication Barrier among the Deaf Learners Wanzare, Lilian; Okutoyi, Joel; Kang'ahi, Maurine; Ayere, Mildred Kenyan Sign Language (KSL) is the primary language used by the deaf community in Kenya. It is the medium of instruction from Pre-primary 1 to university among deaf learners, facilitating their education and academic achievement. Kenyan Sign Language is used for social interaction, expression of needs, making requests and general communication among persons who are deaf in Kenya. However, there exists a language barrier between the deaf and the hearing people in Kenya. Thus, the innovation on AI4KSL is key in eliminating the communication barrier. Artificial intelligence for KSL is a two-year research project (2023-2024) that aims to create a digital open-access AI of spontaneous and elicited data from a representative sample of the Kenyan deaf community. The purpose of this study is to develop AI assistive technology dataset that translates English to KSL as a way of fostering inclusion and bridging language barriers among deaf learners in Kenya. Specific objectives are: Build KSL dataset for spoken English and video recorded Kenyan Sign Language and to build transcriptions of the KSL signs to a phonetic-level interface of the sign language. In this paper, the methodology for building the dataset is described. Data was collected from 48 teachers and tutors of the deaf learners and 400 learners who are Deaf. Participants engaged mainly in sign language elicitation tasks through reading and singing. Findings of the dataset consisted of about 14,000 English sentences with corresponding KSL Gloss derived from a pool of about 4000 words and about 20,000 signed KSL videos that are either signed words or sentences. The second level of data outcomes consisted of 10,000 split and segmented KSL videos. The third outcome of the dataset consists of 4,000 transcribed words into five articulatory parameters according to HamNoSys system. Wed, 23 Oct 2024 00:00:00 GMT https://repository.maseno.ac.ke/handle/123456789/6210 2024-10-23T00:00:00Z https://repository.maseno.ac.ke/handle/123456789/6198 Enhancing teacher practices in assessing functional performance of students with autism spectrum disorder (asd): an empirical perspective Malasi-Nyali, Maghuwa Flora; Adoyo, Peter Oracha Youth students with Autism Spectrum Disorder (ASD) are at higher risk of functional skills deficiency, which presents a barrier to the acquisition of academic skills. This study examines teachers’ practices in determining the functional performance of students with ASD in stage-based education pathways in Kenya. A quantitative research design was employed, involving 47 teachers and 76 students with ASD from various primary schools. Data were collected using a self-administered rating scale for teachers and a modified version of the Vineland Adaptive Behaviour Scales for students. Descriptive and sequential regression analyses were conducted to evaluate teacher practices and their impact on students’ functional skills. Findings show that the identification and use of instructional resources were the most frequently performed practices among teachers, while the assessment of functional skills was the least. The study found significant correlations between teacher practices and students’ functional skill acquisition, particularly communication skills. However, the relationships among teacher practices were generally weak, indicating a lack of integration in their approaches. The study concludes that a comprehensive approach, incorporating multiple assessment practices, is essential for improving student outcomes. Recommendations include targeted professional development for teachers, standardized assessment practices, and increased collaboration with parents to support functional skill development in students with ASD. These findings underscore the need for enhanced training and resource access to optimize educational outcomes within the Competency-Based Curriculum framework. Fri, 27 Sep 2024 00:00:00 GMT https://repository.maseno.ac.ke/handle/123456789/6198 2024-09-27T00:00:00Z https://repository.maseno.ac.ke/handle/123456789/6197 Analysis of expressive and receptive kenyan sign language skills among primary deaf children in western region, kenya Research has shown that deaf children of hearing parents, who constitute 95% of the deaf community, find challenges in acquiring both sign and spoken languages. This study examined the competence of deaf children in Kenyan Sign Language. The study developed sign language tools in receptive and expressive vocabulary skills. These were sign order, conversation, placement and picture descriptive as a measure. In the majority of the assessment task, there were clear indicators of age effects, family background whether-deaf or hearing, and amount of contact with skilled signers. In the interview section, children tended to answer questions with short responses. The language was only reached at age ten. In a number of cases, simple questions were misunderstood and irrelevant answers were given. It was noted that the interaction with deaf children of deaf parents (DCDP) was very cordial as opposed to deaf children of hearing parents (DCHP). The picture description did not elicit proficient signing as was expected. The story description was not easy to understand and internalize because of the ambiguity of the children’s signing. This was because there was no indication of the protagonist. In sign order, ages ten to eleven did not seem to understand spatial grammar reliably. This test worked better in its receptive version. Mon, 09 Sep 2024 00:00:00 GMT https://repository.maseno.ac.ke/handle/123456789/6197 2024-09-09T00:00:00Z https://repository.maseno.ac.ke/handle/123456789/5489 Constituent order in Flemish Sign Language (VGT) and South African Sign Language (SASL): a cross-linguistic study Myriam Vermeerbergen, Mieke Van Herreweghe, Philemon Akach, Emily Matabane his paper reports on a comparison of word order issues, and more specifically on the order of the verb and its arguments, in two unrelated sign languages: South African Sign Language and Flemish Sign Language. The study comprises the first part of a larger project in which a number of grammatical mechanisms and structures are compared across the two sign languages, using a corpus consisting of similar VGT and SASL-data of a various nature. The overall goal of the project is to contribute to a further understanding of the issue of the degree of similarity across unrelated sign languages. However, the different studies also mean a further exploration of the grammars of the two languages involved. In this paper the focus is on the analysis of isolated declarative sentences elicited by means of pictures. The results yield some interesting similarities across all signers but also indicate that — especially with regard to constituent order — there are important differences between the two languages. The article can be accessed in full via: https://www.jbe-platform.com/content/journals/10.1075/sll.10.1.04ver Mon, 01 Jan 2007 00:00:00 GMT https://repository.maseno.ac.ke/handle/123456789/5489 2007-01-01T00:00:00Z https://repository.maseno.ac.ke/handle/123456789/4969 Teachers` level of support in the use of teaching and learning resources of learners who are physically challenged in regular primary Schools in Kisumu West Sub County, Kenya. Obara, D. A., & Were, C. M. The Government of Kenya made inclusive education a policy requirement in the provision of education to all children. Research has shown that the support given by teachers plays a very important role in curriculum implementation that ensures success in a child`s career. Education Assessment records in Kisumu county indicate that between the year 2012 and 2016, 846 learners who are physically challenged had been assessed and placed in regular schools in Kisumu West, Kisumu Central and Kisumu East sub-counties, out of which 246 had dropped out of school. However, Learners who are physical challenged often drop out of school more as compared to their regular counterparts particularly in Kisumu West Sub-County. The number of learners who are physically challenged enrolled in regular primary schools has been decreasing due to dropouts despite the fact that officers in Kisumu EARC conducted sensitization programs and workshops yearly for teachers and stakeholders in education. This decrease is confirmed at 138 (31.9%), which is higher as compared to the dropout of neighboring sub-counties namely: Kisumu East 31 (21.8%) and Kisumu Central 77(28.4%). Reason for this high dropout has not been established. The purpose of this study was therefore to establish teachers’ level of support in the use of teaching and learning resources of learners who are physically challenged in regular primary schools in Kisumu West Sub-County and objective of this study therefore was to establish teachers’ level of support in the use of teaching and learning resources of learners who are physically challenged. A conceptual framework was used to show the interaction of dependent and independent variables. The study adopted descriptive survey research design. Target population of the study consisted of 15 head teachers, 30 teachers, 6 EARC coordinators and 90 learners who are physically challenged. Saturated sampling technique was used to select 13 head teachers and 4 EARC coordinators, while purposive sampling was used to select 27 teachers and 81 learners who are physically challenged. Data was collected using questionnaires, interview schedules and observation checklist. Face and content validity of instruments was established through expert judgment and revision. Reliability of instruments was established through test-retest method on 10% of study population using Pearson’s product correlation. Reliability coefficient for head teachers questionnaire was 0.8, teachers’ questionnaires was 0.9; Learners who are physically challenged questionnaires was 0.7. This was above the accepted value of 0.7. Correlation coefficient analysis was used to establish teachers’ level of support in the use of teaching and learning resources f learners who are physically challenged. Quantitative data was analyzed using frequency counts, percentages and mean. Qualitative data from interview and observation schedules were collected, organized and categorized into themes and sub-themes, which were reported. Findings of the study indicated that most regular primary schools did not have adequate adapted teaching and learning resources required for learners who are physically challenged. The study recommended that Ministry of Education should ensure adequate supply of adapted Wed, 01 Jan 2020 00:00:00 GMT https://repository.maseno.ac.ke/handle/123456789/4969 2020-01-01T00:00:00Z https://repository.maseno.ac.ke/handle/123456789/4874 Extent of adaptation of teaching and learning strategies in inclusive public centers in Kisumu county,Kenya Kundu Scholastic Namuki, Okutoyi Joel Inclusive teaching and learning strategies strive to meet the needs of all learners, regardless of difficult or need and support their engagement with the subject material. One of the important principles of inclusive education is about teaching for diversity; this means that the teacher has to be flexible and adaptive, recognize that different learners have different ways and styles of learning, interpreting and understanding information. An inclusive school must offer possibilities and opportunities for a range of working methods and individual treatment to ensure that no child is excluded from companionship and participation in the teaching and learning process otherwise their learning would be jeopardized. A survey in Kisumu indicated that there were 662 public ECD centers with 17 known to be having children with diverse needs in their regular schools, however little was known on the extent to which these diverse individual needs were being met during the teaching and learning process. The purpose of this study therefore was to establish the extent to which teaching and learning strategies were adapted in inclusive ECD centers in Kisumu County. A descriptive survey design was used. The target population was 17 head teachers and 37 regular teachers. Saturated and purposive samplings were used to select 15 head teachers and the 34 regular teachers. Data was collected using questionnaires, observation and interview schedules. Quantitative data was analyzed using descriptive statistics; frequency counts, percentage and mean. Qualitative data was transcribed and analyzed through thematic analysis. The findings revealed that the teaching-learning strategies were adapted to a large extent witha mean of M=4.44. The extent to which certain inclusive teaching and learning strategies were used had a mean of 3.93 implying that the strategies used in these schools were inclusive to large extent. This study implies that learners in inclusive schools were able to participate effectively in the learning process as their needs were adequately met. The study recommends that teachers embrace all-inclusive strategies in order to maintain interactive sessions in classes. Wed, 01 Jan 2020 00:00:00 GMT https://repository.maseno.ac.ke/handle/123456789/4874 2020-01-01T00:00:00Z https://repository.maseno.ac.ke/handle/123456789/4861 Differences In Self-Concept Among Low Vision Learners And Those Who Are Totally Blind In Primary Schools, Kenya 21. Were Charles Michael Self-concept is one of the most popular ideas in psychological literature. Unfortunately self-concept is also illusive and often poorly defined construct. Terms such as self-concept, self-esteem, self-worth, self-acceptance are often used interchangeably and inconsistently, when they may relate to different ideas about how people view themselves. The Purpose of this study was to determine if learners with low vision had a higher self-concept than those who were totally blind.The population of the study was 291 visually impaired pupils. A sample of 262 respondents was drawn from the population by stratified random sampling technique based on their visual acuity. (189 partially sighted and 73totally blind). One instrument was used in this study: Pupils’ self-concept. Data analysis was done at p≤0.05 level of significance. The data was analyzed using analysis of variance (ANOVA) structure. The study established that there was indeed a difference in self-concept among visually impaired pupils in Kenya. The study therefore recommended that the lower self concept observed among totally blind pupils should be enhanced by giving counseling and early intervention to those group of pupils with a view to helping them accept their disability. Wed, 01 Jan 2020 00:00:00 GMT https://repository.maseno.ac.ke/handle/123456789/4861 2020-01-01T00:00:00Z https://repository.maseno.ac.ke/handle/123456789/4762 Low Vision Devices For The Blind, Yes. What Are The Challenges? Charles Michael Were : It has been observed that when users of low vision devices view through the optical centre of the devices, they tend to shield light that fall at the centre thus reducing visibility of whatever one was to regard, such positions cause fatigue for the low vision user thus reducing the time taken on task, and limit low vision functioning. Some devices like the stand magnifiers and the C.C.T.V are bulkier to handle and as such may not be portable on excursions. It would seem that most low vision devices are useful in classrooms where one has to sit at a desk and view through the devices. Such arrangements tend to limit usage and therefore imposing limitations of function to the user. Stand magnifiers that use batteries require regular supply of batteries. The extra expense of buying batteries and bulbs can make them unaffordable to some learners. Proper visual environment which allows for maximum comfort and visual performance is essential for the low vision learner. In designing the proper visual environment for children with visual impairments, careful consideration should be given to the individual needs of each low vision learner based on the requirements of the visual task. With proper training learners with low vision can read rapidly with optical devices. The study by Sykes (quoted in Harley, 1984) indicated that visually impaired high school students were able to read as well with optical devices and standard print as with large print. Since large print is not always available, optical devices can provide a more convenient and equally effective choice for some learners with low vision. Before beginning class activities, the classroom must be prepared to maximize the amount of time the student will spend on the activity. Barraga (1983) noted that magnifying devices and prescription of optical aids have received increasing attention from clinicians and instructors as a valuable means of increasing the use of functional vision and efficiency in both near and distance visual functions. The purpose of this study was to find out challenges posed by low vision devices to learners with low vision. The study was carried out in five primary schools for the visually handicapped in Kenya. The study population included 90 teachers and 80 eight learners with low vision, a sample of 65 teachers and 78 learners took part in the study. Survey research design was used to collect data. Research instruments were questionnaires, observation schedule, interview schedule, a reading proficiency test and document analysis. Validity of the instruments were overcome by the researcher giving the research instruments to three experts on the topic of study who validated the contents of the instruments. Reliability was done by test re-test method. Data was analyzed by use of descriptive statistics that included frequency counts, percentages and the means. Findings of the study were that low vision learners lacked devices that can make them access curriculum content to the full. Recommendations of the study were: regular case conferencing be held among low vision team members to chart out learning needs of learners with low vision, and more contact time for the schools for the visually handicapped be created. Findings from the research could help curriculum developers at the Kenya Institute of Education to adapt and improve on low vision training curriculum. The Directorate of Quality Assurance and Standards also will glean information that will help in stocking classrooms with optical and non-optical low vision devices. https://www.ijiras.com/2021/Vol_8-Issue_4/paper_20.pdf Fri, 01 Jan 2021 00:00:00 GMT https://repository.maseno.ac.ke/handle/123456789/4762 2021-01-01T00:00:00Z