Influence of social environment on visually impaired children’s development of science process skills in a special school in Kenya

Abstract

The purpose of this study was to investigate influence of the social environment on the development of science process skills in a special school in Kenya. The social environment includes teachers, learning resources and functional learner attributes and abilities. Case study design was used to gather information. All the children in class one (18), two (16) and three (16) were sampled out of classroom learning environments. The findings of this study pointed out that there were great shortcomings in the whole process of giving science instructions and hence poor reception of the science process skills. There were limitations ranging from ill preparedness on the part of teachers, limited resources, learners entry behaviors, challenges brought about by visual loss and learners low motivational level. This then means that unless appropriate measures are put in place. The visually impaired learners can’t develop the science process skills more appropriately. Teachers should involve the visually impaired learners fully. The study came up with recommendations on how well science process skills can be used for the benefit of the learners. The compensatory senses (olfactory, auditory and tactual kinesthetic) should be used maximally to seal disadvantages brought about by loss of sight. Instructors (teachers) should do their best to encourage the visually impaired learners. Teachers should help the visually impaired children to boost their self-esteem. Parental information can equally be instrumental to the visually impaired learner’s success because through it teachers are able to discover strengths and weaknesses of these learners which in turn will help them to build on them.