INFLUENCE OF INDIVIDUALIZED INSTRUCTIONAL TECHNIQUES ON TEACHING AND LEARNING OF THE VISUALLY IMPAIRED PUPILS IN PUBLIC PRIMARY SCHOOLS IN RONGO SUB- COUNTY, MIGORI COUNTY.

Abstract

Provision of inclusive education in Kenya remains a serious challenge mainly due to various social –cultural and economic factors experienced in schools. Learners with visual impairment have varied problems and therefore require comprehensive educational programs such as individualized techniques and services, appropriate assessment and instructional adaptation. This study investigated factors influencing teaching and learning of visually impaired learners integrated in Public Primary schools in Rongo Sub-County, Migori County, Kenya. The specific objective of the study was to investigate the influence of instructional methods on academic performance of learners with visual impairment. The study employed descriptive survey design. The study was based on Bandura (1986) Social Cognitive Theory which outlines learning process as a result of surrounding behavior. The target population included 29 head teachers of public primary schools with integrated program and 40 Special Needs Education (SNE) teachers, giving a total of 69 respondents. Purposive and Saturated sampling techniques were used to get a sample size of 28 Head teachers and 39 SNE teachers. Two questionnaires were used to collect data; one for SNE teachers and another for head teachers. Piloting was done within Rongo Sub County using 1% of the target population. The research employed content validity and test-retest reliability techniques with a reliability index of 0.79 and 0.81 for teachers and head teachers respectively. Quantitative data was analyzed using descriptive statistics of frequencies, percentages and means and Inferential statistics of Chi- square.  Data was analyzed using the Statistical Package of Social Sciences (SPSS) version 20. Frequency and percentage tables were used to present collected data. The study established that there was significant relationship between instructional methods and teaching and learning at p <0.05. Therefore, the null hypothesis: Ho₁There is no significant relationship between instructional techniques and academic performance   of   visually impaired learners in Rongo Sub-County was rejected and it was concluded that individualized education program affects academic performance in Integrated Primary Schools in Rongo Sub – County. The significance of the study; to help the Ministry of Education, Teachers Service Commission, and Kenya Institute of special education to identify appropriate teaching and learning methods for learners with visual impairment. From the study it was recommended that; the Ministry of Education should organize workshops and seminars for teachers to equip them with knowledge and skills; ensure appropriate instructional methods are used in schools and teachers be trained in Special Needs Education.