PROMOTING IDENTIFICATION AND SUPPORT OF LEARNERS WITH VISUAL PROBLEMS IN PUBLIC PRIMARY SCHOOLS, CENTRAL KENYA

Main Article Content

Sarah w. Mwangi
Japheth M. Makuna

Abstract

Visual impairment in childhood has implications in all aspects of the child’s development. It posses educational, occupational and social challenges, with affected children being at risk of behavioral, psychological difficulties, impaired self-esteem and poor social integration. Moreover, visual problems are an important contribution to poor school performance. Visual problems are known to deteriorate and become visual impairments if they are not identified and treated early. Despite this realization, high risk learners in primary schools remain unnoticed, undiagnosed and do not benefit from special education services and interventions. The purpose of this study was to document challenges that teachers in public primary schools experienced in identifying and assisting children with visual problems. Utilizing a descriptive survey design, a study involving 36 teachers was conducted in 12 public primary schools in Central Kenya. Questionnaires and observation schedules were used. The study established the major challenges faced by teachers in identifying learners with visual problems as:  lack of knowledge and skills in special education and visual screening as well as lack of school visual screening programs. Strategies suggested to address the challenges included special education training and special education seminars for teachers and introduction of school visual screening programs for all the learners.

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How to Cite
w. Mwangi, S., & Japheth M. Makuna. (2019). PROMOTING IDENTIFICATION AND SUPPORT OF LEARNERS WITH VISUAL PROBLEMS IN PUBLIC PRIMARY SCHOOLS, CENTRAL KENYA. International Journal for Innovation Education and Research, 7(3), 237-245. https://doi.org/10.31686/ijier.Vol7.Iss3.1370
Section
Articles
Author Biographies

Sarah w. Mwangi, Pwani University

School of Education, Department of Educational Psychology and Special Needs

Japheth M. Makuna, Pwani University, Kilifi, Kenya

Department of Educational Psychology and Special Needs, School of Education

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