TABLE OF CONTENTS
DECLARATION j
SUPERVISORS APPROVAL ii
DEDICATION iii
TABLE OF CONTENTS iv
LIST OF TABLES vi
ACKNOWLEDGEMENT vii
ABSTRACT viii
LIST OF ABBREVIATIONS ix
OPERATIONAL DEFINITIONS OF TERMS x
CHAPTER ONE: INTRODUCTION 1
1.0 Introduction 1
1.1 Background of the~3
1.2 Statement of the problem 4
1.3 Objectives of the study 4
1.4 Research questions 5
1.5 Significance of the study 5
1.6 Scope of the Study 5
CHAPTER TWO: LITERATURE REVIEW 6
1.0 Introduction 6
2.1 Conceptual Framework 9
2.2 Teachers knowledge and understanding of visual impairment 10
2.3 Causes of Visual Impairment 11
2.4 Effects of Visual Impairment 12
2.5 Educational Policies in Kenya for Disabled persons 13
CHAPTER THREE: RESEARCH METHODOLOGY 17
2.0 Introduction 17
iv
3.1 Research 17
3.2 Research Environment 17
3.3 Sample selection and Size 17
3.4 Research instruments 18
3.5 Data collection procedures 18
3.6 Data analysis procedures 18
3.7 Limitations of the study 19
3.8 Delimitations of the study 19
CHAPTER FOUR: RESEARCH FINDINGS 20
4.0 Introduction 20
4.1 Findings from research question one 20
4.2 Findings from research question two 23
4.3 Findings from research question three 25
4.4 Findings from research question four 28
CHAPTER FIVE: SUMMARY, CONCLUSION RECOMMENDATION---- 30
5.0 Introduction 30
5.1 Summary 30
5.2 Conclusions 31
5.3 Recommendations 31
References 32
APPENDICES 33
ABSTRACT
The study was based on “attitudes of regular primary school teachers towards
inclusion of learners with visual impairment into regular schools in Dagoretti
Division Nairobi Kenya.
The absence of an integrated school dealing with learners with visual impairment in
the division, led the researcher to investigate the teachers attitudes towards inclusion
oflearners with visual impairment.
From the researchers findings it was clear that most of the teachers have positive
attitude towards the inclusion of learners with special needs. However these teachers
lack the knowledge, skills and equipment to handle learners with special needs. The
researcher therefore recommend the Government to train more teachers on the area
ofSpecial Needs Education.
The~ Teachers Service Commission (TSC) need to post contact teachers (at least one
contract teacher) in every regular primary school who would work together with the
itinerant teacher.
There is also need to give special allowances to the contact teachers in regular
primary schools.
Research, S. (2022). Attitudes Of Regular Primary School Teachers Towards Inclusion Of Learners With Visual Impairment Into Regular Schools In Nairobi District - Kenya.. Afribary. Retrieved from https://tracking.afribary.com/works/attitudes-of-regular-primary-school-teachers-towards-inclusion-of-learners-with-visual-impairment-into-regular-schools-in-nairobi-district-kenya
Research, SSA "Attitudes Of Regular Primary School Teachers Towards Inclusion Of Learners With Visual Impairment Into Regular Schools In Nairobi District - Kenya." Afribary. Afribary, 23 Aug. 2022, https://tracking.afribary.com/works/attitudes-of-regular-primary-school-teachers-towards-inclusion-of-learners-with-visual-impairment-into-regular-schools-in-nairobi-district-kenya. Accessed 12 Nov. 2024.
Research, SSA . "Attitudes Of Regular Primary School Teachers Towards Inclusion Of Learners With Visual Impairment Into Regular Schools In Nairobi District - Kenya.". Afribary, Afribary, 23 Aug. 2022. Web. 12 Nov. 2024. < https://tracking.afribary.com/works/attitudes-of-regular-primary-school-teachers-towards-inclusion-of-learners-with-visual-impairment-into-regular-schools-in-nairobi-district-kenya >.
Research, SSA . "Attitudes Of Regular Primary School Teachers Towards Inclusion Of Learners With Visual Impairment Into Regular Schools In Nairobi District - Kenya." Afribary (2022). Accessed November 12, 2024. https://tracking.afribary.com/works/attitudes-of-regular-primary-school-teachers-towards-inclusion-of-learners-with-visual-impairment-into-regular-schools-in-nairobi-district-kenya