Challenges in Teaching Visually Impaired Students in Kenya- the Case Study of Kitui Secondary School in Kitui Central

Abstract

The general objective of the study was to investigate the obstacles encountered by teachers who teach students with visual impairment. The specific objectives were; (a) To understand the level of knowledge of the teachers in inclusive schools. (b) To identify the techniques employed by regular teachers in assessing the needs of these learners. (c) To establish the adaptation techniques employed by the teachers of these students in teaching. (d) To establish the extent to which regular teachers work with experts in special needs education as well as parents of students with visual impairment to deliver quality education in classes that are inclusive of students with visual impairment. Purposive sampling was involved so as to determine the teachers to be involved in the study. 38 teachers were selected for interview and 26 for observation. The data collected was analyzed through thematic or content analysis on interview items that were open ended and observations made while tables and graphs were used on interview items relating to social and demographic characteristics of the respondents. The study established that despite most of the teachers having degrees and able to handle their subjects of specialization their knowledge and ability to handle learners with visual impairment was low. This was associated to the fact that most of them had no formal training on special needs education. Secondly the teachers were using suitable methods of assessing the learner’s needs. However since their knowledge on the same was limited they had challenges in doing so. Further availability of assessment tools was a challenge. Thirdly is that researcher established that adaptation techniques were being used. However inadequacy of adaptation resources and time constrain posed a major challenge to adaptation. Finally the teachers had a proper understanding of the concept of collaboration. In fact collaboration with the parents and other stakeholders was at 79%. However some of the respondents were not comfortable with it. Conclusion indicated that appropriate policies of inclusivity in education and guidelines needed to be developed as well as training the teachers on approaches of handling these learners in inclusive classes and recruiting of special education specialists to guide the regular teachers.