Administrative and methodological challenges which affect academic performance of the visually impaired students in special secondary school in Thika district-Kenya

Abstract

This study was carried out with the main purpose of investigating the administrative and methodological challenges related to inadequate training, inadequate finances, inadequate teaching and learning resources and societal attitudes at perceptions hampering concept formation which affect the learning and general performance of the Visually Impaired Students and how to resolve such challenges for the realization of the educational objectives. To do these six objectives with the related questions were pursued to give the relevant information as follows: - Identify the type and level of training the administrators and the special education teachers underwent. To determine the problems encountered by the administration in administering such special school. Establish the problems related to financing special education activities for the visually impaired learners and how such problems affect academic performance. To examine the appropriateness of the methods used to teach the visually impaired learners. Determine the perceptions and attitudes and how they affect self concept formation in relation to academic performance for the visually impaired learners. To examine problems encountered in the implementation of education for the visually impaired learners. The study was carried out through the use of unstructured questionnaire (openended questionnaire) which were into three categories that is: students questionnaire, teachers questionnaire and the head teachers questionnaires as the only instrument to generate information from the three categories of respondents. Gay (1992) says that random sampling will allow members of the population to have unequal and unbiased chance of appearing in the sample. In this study the subjects rich with information required includes, secondary school principal, secondary school teachers and the form three students of the secondary school for the blind. With the use of the three questionnaires the study aimed to establish whether such factors as; training issues, finances, special education curriculum, administrative challenges, learners perception and attitudes and community's beliefs, perfection and attitudes had a bearing to the effective performance of the visually impaired students. The survey found out that, about 75% of the special education teachers were unspecially trained. The survey also found out that 62.5% of the responses qualified the inadequate teaching and learning resources and equipment. It was also noted with concern that majority of the teachers and even the Headteacher had no prior knowledge and experience of teaching in special schools. Moreso, the students suffered low self-concept and esteem emanating from anti-social labels and the negative attitude that some members of the society had towards them thus affecting their academic performance. It was thus concluded that special education training for the teachers is of prerequisite necessity if the visually impaired students were to perform well. It was also concluded that prior knowledge and experience in teaching the visually impaired learners is also very essential if effective learning and performance by the visually impaired learners resolves around adequate teaching and learning resources, equipment and facilities without which no good performance can be achieved. Adequate finances enhance the appropriate teaching and learning process by the visually impaired learners. It is also imperative for the special education, administrators to sensitize the community about the importance of special education and people with special needs, by inviting members of the community to engage in school activities, meetings and seminars. It has therefore been recommended that Teachers Service Commission be responsive to the needs of special learners, particularly when posting teachers to different schools in the republic. It is also imperative that training needs and expenses of teachers of special schools, be re-examined with a view to make such, training affordable and attractive to the majority of the teachers willing to take such special course. It is also recommend that publishing houses, printing presses and libraries to be encouraged to introduce and open up Braille Sections for the transcription for Braille teaching and learning resources. Another recommendation is that the government should invest more and allocate more funds for the development of special education for all disabilities.