Impact of Management Strategies on Inclusion of Learners with Hearing Impairment in Regular Primary Schools in Tharaka Nithi County, Kenya

IMPACT OF MANAGEMENT STRATEGIES ON INCLUSION OF LEARNERS WITH HEARING IMPAIRMENT IN REGULAR PRIMARY SCHOOLS IN THARAKA NITHI COUNTY, KENYA

MPAKU MUKIRE JULIUS E55/CE/24531/2012

A RESEARCH THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE AWARD OF THE DEGREE OF MASTER OF EDUCATION (SPECIAL NEEDS EDUCATION) IN THE SCHOOL OF EDUCATION OF KENYATTA UNIVERSITY.

OCTOBER, 2019 DECLARATION

I confirm that this research thesis is my original work and has not been presented in any other institution. The thesis has been complemented by referenced works duly acknowledged. Where text, data, graphics, pictures or tables have been borrowed from other works - including the internet, the sources are specifically accredited through referencing in accordance with anti-plagiarism regulations.

Signature: ………………………………. Date: ………………………………….

Mpaku Mukire Julius

E55/CE/24531/2012

Supervisor’s Approval

We confirm that the work reported in this thesis was carried out by the candidate under our supervision as University supervisors

Signature: ………………………………. Date: ………………………………….

Prof. Geoffrey Karugu

Department of Early Childhood and Special Needs Education,

Kenyatta University.

Signature: ………………………………. Date: ………………………………….

Dr. Beatrice Bunyasi Awori

Department of Early Childhood and Special Needs Education ,

Kenyatta University.

DEDICATION

This study is dedicated to my late parents, Mpaku Baikaba and Elizabeth Gaciimi, my late and only sister Esther Gakundi, my late in-law Mioro Mburuga, my sons

Geoffrey Kimathi, Emilio Mutheki,Timothy Mugendi, my daughters Faith Joy

Kawira, Immaculate Mwende and my beloved wife Edeline Karigu. Their inspiration and support has been immense.

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ACKNOWLEDGEMENTS

I would like most sincerely acknowledge various people who have assisted me to accomplish my mission. First I give many thanks to my supervisors Professor

Geoffrey Karugu and Dr Beatrice Bunyasi, for their academic guidance. I also acknowledge much assistance given by late supervisor Dr. Grace Ngure, who with a motherly heart took me through proposal writing. May God rest her soul in peace.

I also acknowledge the support I got from my fellow Head Teachers and the Officers in the Tharaka North Sub County officers who gave me a lot of encouragement particularly, the Quality and Standard officer Mr. Hawkins Kinyua and Curriculum

Support Officer in charge of special needs education, Mr Samuel .Finally I appreciate and thank my dear wife Edeline Karigu and my children who have been constantly praying for me.

TABLE OF CONTENTS

DECLARATION...... ii DEDICATION...... iii ACKNOWLEDGEMENTS ...... iv LIST OF TABLES ...... x LIST OF FIGURES ...... xi ABBREVIATION AND ACRONYMS ...... xii ABSTRACT ...... xiv

CHAPTER ONE: INTRODUCTION AND CONCEPTUALIZATION OF THE STUDY ...... 1 1.1 Introduction ...... 1 1.2 Background to the Study ...... 1 1.3 Statement of the Problem ...... 10 1.4 The Purpose of the Study ...... 11 1.5 Objective of the Study ...... 11 1.6 Research Questions ...... 12 1.6 Significance of the Study ...... 12 1.7 Limitations and Delimitations of the Study ...... 13 1.7.1 Limitations of the Study...... 13 1.7.2 Delimitation of the Study ...... 13 1.8 Assumption of the Study ...... 14 1.9 Theoretical and Conceptual Framework of the Study ...... 14 1.9.1Theoretical Framework of the Study ...... 14 1.9.2 Conceptual Framework ...... 15 1.10 Operational Definition of Terms ...... 17

CHAPTER TWO: REVIEW OF RELATED LITERATURE ...... 20 2.1 Introduction ...... 20 2.2 Level of Training Qualification Education Managers ...... 20 2.3 Number of Education Managers Trained on Different Area of Special Needs ...... 24

2.4 Inclusion Placement Options and Models for Learners with Special Needs Educations ...... 26 2.5 The Roles Played by Education Managers on Inclusion of Learners with Hearing Impairment...... 32 2.5.1 Planning ...... 33 2.5.2 Organizing...... 35 2.5.3 Communication ...... 36 2.5.4 Coordination ...... 37 2.5.5 Monitoring and Evaluation ...... 38 2.6 Administration and Supervision (Management) Challenges to Inclusion of Learners with Hearing Impairment ...... 40 2.6.1 Challenges Arising from Planning ...... 41 2.6.2 Challenges Arising from Organizing ...... 42 2.6.3 Challenges Arising Communication ...... 44 2.6.4 Coordination ...... 45 2.6.5 Monitoring and Evaluation ...... 46 2.7 Summary of Literature and Gap Identification ...... 49

CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY ...... 51 3.1 Introduction ...... 51 3.2 Research Design...... 51 3.3 Research Variables...... 51 3.3.1 The Independent Variables ...... 52 3.3.2 Intervening Variables ...... 52 3.3.3The Dependent Variables ...... 52 3.4 Location of the Study ...... 53 3.5 Target Population ...... 53 3.6 Sampling techniques ...... 54 3.7 Sample size ...... 55 3.8 Research Instrument...... 55 3.8.1 Interview Guide ...... 56

3.8.2 Questionnaire ...... 56 3.9 Pilot study ...... 57 3.9.1 Validity ...... 57 3.9.2 Reliability ...... 58 310 Data Collection Procedure ...... 59 3.11 Data analysis ...... 60 3.12 Logistical and Ethical Considerations ...... 61

CHAPTER FOUR: FINDINGS INTEERPRATATION AND DISCUSSION ..... 62 4.1 Introduction ...... 62 4.1.1Background and General Information ...... 63 4.1.2 Demographic Information ...... 63 4.2 Level of Training of Education Managers in Tharaka North Sub County...... 65 4.3 Number of Administrators and Supervisors Trained in Different Areas of Special Needs...... 66 4.4 Placement Options for Learners with Hearing Impairment in Regular Primary Schools ...... 68 4.5. The Role of Education Administrators and Supervisors on Inclusion of Learners with Hearing Impairment in Regular Primary schools in Tharaka north Sub- County ...... 71 4.5.1 Schools Planning on Inclusion of Learners with Hearing Impairment in Regular Primary Schools ...... 71 4.5.2 Workshop Seminar to Plans for Inclusion of Learners with Hearing Impairment ...... 73 4.5.3 Teaching Approaches for Learners with Hearing Impairment ...... 75 4.5.4 Materials Used for Assessment of Learners with Hearing Impairment in Regular Primary Schools by Education Managers ...... 76 4.5.5 Assessment of Learners with Hearing Impairment in Tharaka North Sub County...... 77 4.5.6. Inclusion of Learners with Hearing Impairment in Regular Primary School ..... 78 4.5.7. Measures Put in Place to Ensure Full Inclusion of Learners with Hearing Impairment in Regular Schools ...... 79

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4.5.8 Monitoring and Evaluation of Inclusion of Learners with Hearing Impairment is Carried Out in Tharaka North Sub County ...... 80 4.6. Challenges Encountered By Administrators and Supervisors in Implementing Inclusion of Learners with Hearing Impairment in Tharaka North Sub County. 82 4.6.1 Challenges Arising from Planning of Inclusion Practice of Learners with Hearing Impairment ...... 82 4.6.2. Challenges arising from Organizing of Inclusion Practice for Learners with Hearing Impairment...... 84 4.6.3 Challenges arising from Monitoring and Evaluation of Implementation of Inclusion of Learners with Hearing Impairment in Tharaka North Sub County . 85 4.6.4 Impact of Challenges Affecting Administrators and Supervisors in Implementing Inclusion of Learners with Hearing Impairment in Regular Primary School ...... 87 4.6.5 Measures that Government can put in Place to ensure full Inclusion of Learners with Hearing Impairment in Regular Primary Schools...... 88

CHAPTER FIVE: SUMMARY, RECOMMENDATION AND CONCLUSSION ...... 89 5.1 Introduction ...... 89 5. 2 Summary of Findings ...... 89 5.2.1 Level of Training of Education Administrators and Supervisors on Special Needs Education ...... 91 5.2.2 Number of Administrators and Supervisors Trained in Different Areas of Special Needs...... 91 5.2.3 Placement Options and Models for Learners with Hearing Impairment ...... 91 5.2.4 The Role Played by Education Administrators and Supervisors in Inclusion of Learners with Hearing Impairment in Regular Primary Schools ...... 92 5.2.5 Administration and Supervision Challenges Faced by Administrators and Supervisors in Implementing Inclusion of Learners with Hearing Impairment in Regular Primary Schools ...... 92 5.3 Conclusion ...... 93 5.4 Recommendation from Research Findings ...... 94 5.5 Suggestion for Further Research ...... 96

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REFERENCES ...... 97

APPENDICES ...... 104 Appendix A: Research Proposal Interview Guide for Sub County Education Officers and Zonal Curriculum Support Officers ...... 104 Appendix B: Head Teachers Interview Guide For Schools With Special Units ...... 110 Appendix C: Questionnaire For Head Teachers In Schools Without Special Units... 116 Appendix D: Approval of Research from Graduate School ...... 122 Appendix E: Research Authorization from NACOSTI ...... 123 Appendix F: Research Permit from NACOSTI ...... 124 Appendix G: Authority From Ministry of Interior of National Government Tharaka Nithi County ...... 126 Appendix H: Authority From County Director Of Education Tharaka Nithi County 127 Appendix I: Training Schedule for Research Assistant ...... 128

LIST OF TABLES Table 3.1Target population ...... 54 Table 3.2 Sample Size...... 55 Table 4.1: Response Rate of the Questionnaire and Interview Guide ...... 64 Table 4.2: Education Managers Trained in Different Areas of Special Needs ...... 67 Table 4.3: Workshop Seminar to Plans for Inclusion of Learners with Hearing Impairment ...... 73 Table 4.4: Materials Used For Assessment of Learners with Hearing Impairment in Regular Primary Schools ...... 76 Table 4.5 Inclusion of Learners with Hearing Impairment in Regular Primary ...... 78 Table 4.6 Measures Put in Place to Ensure Full Inclusion of Learners with Hearing Impairment in Regular Schools ...... 79 Table 4.7: Supervision of Inclusion of Learners with Hearing Impairment was Carried out in their Schools ...... 86

LIST OF FIGURES Figure 1.1 Conceptual framework showing the impact of management strategies on inclusion of learners with hearing impairment in regular primary schools Tharaka Nithi County ...... 16 Figure 4.1: Level of training of education mangers ...... 65 Figure 4.2: Placement Options for Learners with Hearing Impairment in Regular Primary Schools ...... 68 Figure 4.3: Planning on Inclusion of Learners with Hearing Impairment in Regular Primary Schools ...... 72 Figure 4. 4: Teaching Approaches for Learners with Hearing Impairment ...... 75

ABBREVIATION AND ACRONYMS

ADH Attention Deficiency Hyperactivity Disorder

CTP Cooperative Teaching Program

CWC Class Within class

CDE County Director Education \

DQAS Director of Quality Assurance and Standard

EARC Education Assessment Resource Coordinator

EFA Education for All

HI Hearing Impaired

IDEA Individuals with Disability Education Act

IEP Individualized Education Program

IEM Integrated Education Model

KICD Kenya institute of curriculum development

KSDC Kenya society for deaf children

KSL Kenya Sign Language

LRE Least Restrictive Environment

MOE Ministry of Education

NGO Non-governmental organization

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PL Public Law

PWD Persons with Disability

QASO Quality Assurance and Standard Officer

RCT Results Consulting Teacher

SNE Special Needs Education

SPSS Statistical Package for Social Sciences

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ABSTRACT The purpose of this study was to investigate the impact of management strategies on inclusion of learners with hearing impairment in regular primary schools in Tharaka Nithi County. The objectives of the study were to; establish the level of training of education managers on special needs, establish the number of managers trained on special needs identify inclusion placement options and models for learners with hearing impairment in regular primary schools, investigate the effectiveness of management strategies in implementation of inclusion of learners with hearing impairment in regular primary schools and analyzing challenges faced in implementing managements strategies for inclusion of learners with hearing impairment in regular primary schools. The study used management theory founded by Henly Fayor on management functions and process. The theory was important for the study because it examined how the managers in regular primary schools carried out the various functions to ensure that there is inclusion in their schools. Descriptive research design was used. The target population was education managers from Tharaka North Sub County in Tharaka Nithi County. The study used a sample of Eighteen (18) managers out of target population of sixty. Simple randomly selected twelve (12) managers were from regular schools without special units while purposive sampling of three managers from schools with special unit and three education managers from Sub county office. Questionnaire was used for managers in regular primary schools without special unit while interview guide was used for managers with special unit and from Sub county education office. Pilot study was conducted where the results from two instruments were compared through criterion related validity to test reliability and validity of the instruments. Data was collected through mixed research design, (Qualitative and Quantitative approach). In qualitative, data was coded and thematically presented while Quantitative data was .analyzed through use of Statistical Package for Social Sciences (SPSS) and then presented through use of charts and frequency tables. The finding from the study revealed that there were few managers trained to handle learners with hearing impairment, inadequate training of managers on sign language which is medium of instructions for learners with hearing impairment. Placement options and models for learners with hearing impairment were inadequately used .The role of managers were underperformed as most of them were not conversant with inclusion of learners with hearing impairment in their schools, Challenges noted to threaten inclusion of learners with hearing impairment in regular school were; low qualification of some managers to perform management roles,, communication barriers, In adequate in-service seminars and workshop for education managers to get knowledge of using sign language, monitoring and evaluating on inclusion from national level to the primary level. The conclusion of the study was that managers have not been able to implement strategies for inclusion of learners with hearing impairment in regular primary hence making inclusion of learners with hearing impairment nonfunctional The main recommendation of the study is that sign language be made compulsory and examinable at all level of learning while managers should be degree holder and trained in sign language.

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CHAPTER ONE

INTRODUCTION AND CONCEPTUALIZATION OF THE STUDY

1.1 Introduction

This chapter discusses background to the study, the statement of research problem, purpose of study research objectives, research questions, significance of study, scope of study, limitation and delimitation of study, assumption of study, theoretical and conceptual frame work as well as stating meaning of operation terms used in research thesis.

1.2 Background to the Study

Education programmes for learners with hearing impairment started before

16thcentury in Europe and emerged early in the 19th century in United States where the residential schools were the primary model for delivery of educational Service

(Baurch 2004, Marschark & Spencer, 2005). In half of the 19th century, day schools were established in United States followed by special classes for learners with hearing impairment within general education schools (Gargulo, 2004, Hardman, Drew &

Egan, 2011, Friend, 2008). Education provision for hearing impaired learners continues to improve throughout the world where integration and inclusive education has been introduced to ensure children learn together based on civil rights and equal opportunities for all (Gregory, Knight, McCrakem Power & Watson 1998).

Inclusive practice has been internationally and nationally recommended as the best way to ensure that all learners learn within their immediate environment. UNESCO

(2007) point out that, inclusion focuses learners with all types of special needs

Kauffman (1995, point out that the philosophy of inclusive education is focused on educating all learners in the same classroom. Where each student unique needs are addressed through adaptation of equipment, specialized instructions and use of well- trained personals. The school accommodates all learners regardless of their physical, intellectual, social, emotional, and linguistic and other conditions. UNESCO, (2003) asserts that inclusion looks further at how to transform the system in order to respond to diversity of learners. It emphasizes on reviewing schools and system by eliminating all barriers in order to achieve learning.

In India, the problem is particularly serious with many prevailing problems in the education system of learners with hearing impairment. This has leads to inadequate and insufficient education for learners with hearing impairment. Education for a deaf child is of paramount importance as a school plays a greater role in a deaf child life. It equips each child with adequate communication skills, academic knowledge and vocational skills to become independent and secure in life hood. It also contribute to cognitive, social; and emotional growth as well as personality development (Glickman

2010 and Hoy Foryth, 1986). Their findings further asserts that the current system of deaf education in India is wholly inadequate, as the deaf in India feels the need to change to current system that recognizes deaf children‟s requirement for early natural language competence, appropriate communication and access to the curricular material.

In endeavor to achieve the stated above finding from India, Asia, management of inclusion of learners with hearing impairment has become an integral process in the

2 operation of schools, According to Sergiovanni (2001), managers provides opportunities for teachers to develop their capacities towards contributing to student academic success. There is need of managers to adhere to this in regular schools for all learners to benefit from learning in inclusive setting, through proper use of management roles. A study by Mapolisa and Thembimkosi (2013). revealed that

57.5% of children with hearing impairment experiences discrimination from regular education Vayrynen (2000), point out that, most schools have been failing students with disabilities by denying them opportunity to learn together with other leaner‟s as well as access to resources and facilities to assist them in learning with others in inclusive setting. Children with hearing impairment have the right to be included in a least restrictive environment. Foster (1990) argues that to deny any child the opportunity to learn with their age mates and peers on grounds of an impairment is tantamount to jeopardizing their later opportunity of living fully in a multi-cultural society.

The level of training of managers in special needs education is very important for implementation of inclusive education to be effective. This is in agreement with

Zimbabwe Education Act (1987) which stipulates that children with disabilities should be accommodated in ordinary schools for the purposes of learning. Most teachers in

Zimbabwean schools did not receive training on the teaching of children with impairments in ordinary schools. In Kenya Wamae (1991) on his research conducted in Kenyan schools indicated that academic qualification of a teacher is a key factor that determines academic achievement. Education managers (administrators and supervisors) are, therefore, supposed to have undergone sufficient training in special

3 needs educations and particularly in the area of hearing impairment. Muiti, (2010) in his research on hindrances to effective learning of pupils with hearing impairment in

Meru North District, Kenya, asserted that most head teachers and teachers were not trained in the use of KSL and hence were ineffective in communicating using Kenyan

Sign Language. Her study suggested that all teachers in schools for learners with HI should be trained in Kenyan Sign Language because learners with HI learn just like their hearing counterparts if given access to methods they need and the language they understand.

As a way of achieving adequate training of education managers Michael Ndurumo,

(1993), advocated the use of sign language and the manual alphabet, interpreters and volunteers in regular schools where these managers are working. This has led to growth of Kenyan Sign Language (KSL) which is used by the deaf community of

Kenya whose population is estimated to be 600,000. With a population of around

340,000 speakers (based on a 2007 consensus), KSL acts as the primary mode of communication for over half of the deaf population.

Despite the call above the number of managers trained on the area of hearing impairment is very minimal as most of the primary schools hardly have teachers trained in special needs. The study done by National Association for Deaf in India showed inadequacy of professionals trained to teach learners who are hearing impaired. It revealed that oralism was the method used in educating the deaf as teachers were not well trained to handle learners with hearing impairment.

A study carried out by Charema, (2010) point out that management should plan and organize seminars and short courses and full time in-service training of teachers on sign language.

In Kenya, there are very few training institutions which train teachers to teach learners with hearing impairment in certificate, diploma and degree levels. These institutions are; Kenya Institute of Special Education KISE, Kenyatta University and Maseno

University. The graduate produced in these institutions may not be enough to ensure that all learners with hearing impairment are catered for in regular primary schools therefore the need to establish managers trained in hearing impairment.

Use of appropriate placement options and models by education managers is very important for achieving full inclusion of learners with hearing impairment in regular primary schools. Schools deliver special education service inside or outside the general classroom setting. Federal Law requires that learners with special needs be placed in least restrictive environment (LRE) that meet their needs in the immediate schools. Various countries have used various placement options and models for learners with hearing impairment in inclusive settings. In India, inclusion placement option uses several models to cater for learners with hearing impairment which are;

Learning environment model (LEM), it provides learning facilities and support services, Integrated classroom model (ICM) Learners with special needs learn together with regular learners then at the time of the day in resource room, Class within class (CWC) it caters for all learners in one class, Cooperative teaching program (CTP) This is teaching by many teachers or team teaching, Resource

5 consulting teachers (RCT) This is a specialist, who assist learners with special needs in education, Individualized education program (IEP) This is a program to address learning needs of each child so as to accelerate learning. (IEP) a program to address the learning needs of each child so as to accelerate learning. The study by Hearty,

(2002), outlined other placement models used: Consultation, Team teaching, Aide service models and Limited pullout service.

National Association of the Deaf (2012) noted that, in order for an educational placement to be appropriate, the child must be provided, with appropriate, qualified and certified teachers, psychologists, speech therapists, assessors, administrators, interpreters and other personnel who understand the unique nature of deafness and specifically trained to work with deaf and hard of hearing children. These personnel should be proficient in the primary communication and language mode of deaf and hard of hearing children. Research carried out in special needs education has revealed that Kenya education system has various forms of placement of learners with hearing impairment. KSDC (2000) and Lynx, (1986) asserted that there were three main forms of integration of learners with special needs into regular schools. These are; location integration, where a class of learners with hearing impairment is located in a regular schools however other than sharing the same compound, the learner interact with their hearing counterparts.

Mwaura, (2001) Points out that location integrated which is same as present day special schools experience no curriculum integration and attend regular schools far away from their home, The second form of integration is social integration (special

6 unit) where learners with hearing impairment attend all their lessons in special class in regular school but interact with others during recess time and also probably share organized outdoors activities such games, athletics, drama and excursion out of school. The third form of integrations functional integration (inclusion) which is the fullest integration achieved when location and social integration lead to joint participation in education activities where learners with hearing impairment join part time or full time regular classes and make full contribution to the activities of the schools. Lynax (1986), termed this as ideal inclusion. This being the case the study was to establish which placement option is offered for learners with hearing impairment in Tharaka Nithi County.

The achievement of inclusion of learners with hearing impairment largely depend on how the managers of regular primary schools effectively use the Strategies of inclusive practices. Their main strategies should be proper planning, organizing

Coordinating and controlling. Salamanca statement (1994), point out that

Nongovernmental Organization should be involved countries programming and service delivery to strengthen their collaboration with official bodies and intensify the growing involvement in planning, Implementation and evaluation of inclusive for special needs in education.

The presidential working policy and Man Power training for the next decade and behold, (Kamunge report1988) recommended that: Media and national program be used more intensively to create public awareness of the needs of people with disability

(PWD).It also suggested intersectional collaboration at the District level involving

7 medical personal and extension worker being trained to work with (PWDS) at community level. These commission also emphasized on strengthening of provision of education for learners with special needs in education in regular classrooms. Managers

(administrators and supervisors) in regular primary schools have a great role to play and to use management strategies to ensure that there is intersectional collaboration at sub-county level and involving all those who are concerned in inclusion of learners with hearing impairment in regular school.

There are several challenges which management encounters as they use management strategies to promote inclusion of learners with hearing impairment in regular primary schools. Managers need to be well trained in areas of hearing impairment in order for them to be able to implement inclusion of learners with hearing impairment in their regular school. A study by Rebecca, Cort in New York (2004) pointed out that, to be successful, managers need practical training to help them do their jobs more effectively from the start. They need ongoing professional development to keep them on top of innovations in education. Managers also need continuous support from other school leaders, school staff and the community.

MOEST, 2004, point out that there are several challenges in the implementation of inclusion on issues of access, equity and quality. Guidelines on inclusive policy; unreliable data on number of children with SNE; inadequate facilities; lack of coordination among service providers; inadequate personnel and inappropriate placement.

The success of inclusion of learners with hearing impairment in regular primary school largely depends on how the education managers effectively apply management strategies of planning, organizing coordination and controlling the inclusive practice of learners with hearing impairment. When managers are not well qualified and trained on special needs it may be difficult to implement inclusive policy. Mbit, J.

(1974:48) note that many teachers have been and will be given headship without any formal preparation for it”. This is true when a teacher is picked to be head teacher he or she will find himself in different world altogether with new responsibilities, commitments, new problems and in most cases less free time.

Managerial strategies of controlling through supervision and monitoring are very essential practice to promote the inclusion of learners with hearing impairment.

Glickman (2001) point out that Supervising is improving instruction in order to improve learners learning. According to him, effective supervision requires knowledge based, interpersonal skills, and technical skills. In concurrence to this, Hillinger and

Heck (1988) found that there was significant impact on checking pupils, notes and pupil‟s academic progress. A study by Williams, (2003) furthers assert that, there was significant impact of checking of pupils notes on academic performance in elementary schools in New York City.

Laxity by education managers (administrators and supervisors) to use effectively management strategies will hinder inclusive practice for learners with hearings impairment as well as poor academic progress. This is supported by research finding by Education for All Global monitoring Report (2005) which noted that quality

9 education remained very low in most Sub Sarahan Africans countries including

Kenya.

1.3 Statement of the Problem

Studies on inclusion of learners with hearing impairment have paved ways on how education management can improve inclusion of learners with hearing impairment in regular primary schools. In concurrence to this, the United Nation Standard rules

(Beijins1985) on special education, an international commitment stipulates that education managers should allow learners with disability to exercise the same right and obligation as the rest in the society. It further states that, countries should have clearly stated policy to allow curriculum flexibility in order to accommodate education provision for persons with disabilities in the main stream; This could be effectively achieved through having effective education managers, as noted by, Salamanca statement (1994) that use of effective education management strategies is key to successful implementation of inclusive practice for learners with hearing impairment in regular primary schools.

According to UNESCO (2000-2003), education manager needs to clearly state policy to allow curriculum flexibility in order to accommodate education provisions for leaners with disability in mainstream, this being the case several challenges have been reported. A Study by Vayrynen (2000), in Senegal noted that schools have been failing students with disabilities by denying them access to appropriate facilities .In support to this, Education for All Global monitoring Report (2005) reported that quality education remained very low in most Sub Saharan Africans countries including

Kenya. All these findings also concurs with, Mapolisa and Themkosi (2013) who

noted that education managers have failed in inclusion of learners with hearing

impairment in regular schools. In Kenya ,a study by Njoroge (1991 on need of

managers training and good qualification had found out that those teachers with

special training favored mainstreaming and inclusion more than those without. This

has necessitated the need for this study.

1.4 The Purpose of the Study

The purpose of study was to investigate the impact of management strategies on

inclusion of learners with hearing impairment in regular primary schools Tharaka

Nithi County.

1.5 Objective of the Study

The researcher used the following specific objectives:

i. Establish the education managers level of qualification ii. Find out number of Education managers trained on different area of special needs iii. Identify inclusion placement options and models for learners with special needs in

regular primary schools. iv. Find out the effectiveness of management strategies on inclusive practice of

learners with hearing impairment in regular primary schools.

v. Analyze the education management challenges faced in implementing inclusion

of learners with hearing impairment in regular primary schools.

1.6 Research Questions

i. What is the level of qualification of managers in charge of school

administrations and supervision in regular primary schools?

ii. How many education managers are trained in various areas of special needs? iii. Which inclusion placement options and models practiced for handling learners

with hearing impairment s in your regular schools? iv. How do you use various management strategies in your schools to implement

inclusive practice of learners with hearing impairment in regular primary

schools?

v. What major challenges do you encounter as education managers

(administrators and supervisors) in implementing inclusion of learners with

special needs in regular primary schools?

1.6 Significance of the Study

The finding from this study may have both theoretical and practical implication in future to education stakeholders at all levels to ensure that functional inclusion of learners with hearing impairment in regular primary school has fully taken the place.

Theoretically the study will equip the education managers with the appropriate skills and knowledge required to implement inclusive practices in their regular schools while practically all managers in regular primary schools will be in position of implementing inclusion of learners with hearing impairment in regular primary schools, promoting networking, collaboration and partnership of all key stake holders in implementing inclusion of learners with special needs in regular primary school

1.7 Limitations and Delimitations of the Study

Limitations of the studies were the challenges which the researchers faced when carrying out the study while delimitations are the strength which made study be successful.

1.7.1 Limitations of the Study

This study was limited to education managers in Tharaka North sub County. While there could be other stake holders who could hinder implementation of inclusion of learners with hearing impairment Transportation was also a limiting factor as the researcher had to cover the whole of Tharaka North Sub County to get to sampled schools with special units and without which were spread in the four zones of the sub

County, Time was also a limiting factor as the area was vast with very poor terrain.

1.7.2 Delimitation of the Study

The study was carried out in the areas with education managers and teachers trained in different areas of special needs hence they could be in a position of implementing inclusion of learners with special needs in regular primary schools. The study objectives on manager‟s qualification levels and numbers of managers trained in hearing impairment helped in evaluating the impact of management strategies on inclusive practice of learners with hearing impairment in regular primary school which was the focus study. The study also used mixed method of analyzing the data where the data which could not be analyzed qualitatively was analyzed quantitatively. The study was carried out during dry seasons when the roads are passable and when the water volume in rivers which have no bridge are low.

1.8 Assumption of the Study

The researcher assumes that;

i. The qualification and number of managers (Administrators and Supervisors)

trained on hearing impairment may positively or negatively affect inclusion of

learners with hearing impairment in regular primary schools? ii. Effective use of management strategies promote inclusive practice of learners

with hearing impairment in regular primary schools? iii. The administrators and supervisors knew their roles in implementing inclusion of

learners with special needs in their regular primary schools?

1.9 Theoretical and Conceptual Framework of the Study

The study used the administrative theory which highlighted management functions as

management strategies and a researcher own conceptual frame work which shows the

relationship between management strategies as independent variables with intervening

variable being managers qualification, government policy, mode of instruction and

managers attitudes towards inclusion practices .while inclusion act as dependent

variable.

1.9.1Theoretical Framework of the Study

The study used Administration/management theory which was founded by Henri

Fayol (1925-1945) which identified the basic principles‟ of management that and

specified that all managers had to plan, organize, command, coordinates and control.

This theory was relevant to study because if examines how the managers implemented

their various administrative functions to achieve the inclusion of learners with hearing

14 impairment in regular primary schools. The theory despite being classical theory was relevant to study as it addressed the key objectives of the study. The functions or roles of manager which in the study are referred to as management strategies, formed independent variables of study. The theory asserts that trained administration group is essential for improving operations of organization which is becoming increasingly complex. The theory assert that management ability can and should be acquired first at school through adequate training and coaching for efficiency in management to be achieved.

In respect to this theory, different administration functions and management roles were intertwined to suit the school setting. For example in planning, administrators and supervisors are expected to have school strategic plan which should incorporate plans of how curriculum should be planned to cater for learners with hearing impairment. This would be achieved through curriculum modification and plans for individualized education program (IEP) for learners with special needs education, as well as plan for implementation of inclusive education models.

1.9.2 Conceptual Framework

The independent variables are objectives of the study which through proper manipulation facilitate the inclusion of learners with hearing impairment in regular in regular primary schools. The arrows from independent variables point intervening variables which may influence the inclusion of learners with hearing impairment in regular classrooms. These intervening variables act as mediators between independent variables and dependent variables. The arrows from intervening variables point both at

intervening variable and dependent variables showing that they can positively or

negatively influence inclusion of learners wit hearing impairment in regular class

rooms.

Dependent Variable

INCLUSION

Independent Variables - Well trained and qualified education managers in HI

Manager‟s level of training - Use of sign language as model of instructions in

regular class

Adequate staffing - Adequate staffing of education managers with

special needs education (HI) Placement models and - Use of appropriate options placement models and options for learners with HI

Management strategies - Effective use of management strategies

Communication Intervening Variables

-Government policy -Qualification of managers - Mode of instruction - Altitudes forwards inclusion

Figure 1.1 Conceptual framework showing the impact of management strategies on inclusion of learners with hearing impairment in regular primary schools Tharaka Nithi County.

Source: Researcher, 2019

1.10 Operational Definition of Terms

Administration– Refers to interpreting policies and making them operational.

Administration and supervision Refers to overall management of education system by education managers in various level of education Kan, (1996).

Deafness This refers to hearing impairment that is so severe that a learner or student is impaired in processing linguistic information through hearing (with or without amplification and student education performance is ardently affected. It ranges from

70db to 90 db (Stach, 2008).

Education management; It refers to act of planning, organizing, staffing, leading or directing and controlling an organization (regular primary schools) to accomplish the goal or target in an inclusive setting( Blog 2015).

Education managers; This refers to a person who looks into planning, organizing controlling and management of education activities in primary and post primary institutions .They includes head teachers and quality assurance and standard officer

(Wikipendia https//en.wikipendia.org.wiki.education.)

Hearing Impairment (HI) it is a condition of hearing loss ranging from mild, moderate, severe, to profound (Stach, 2008).

Integration- This refers to a system used mainly to facilitate learner with special need education to attend ordinary schools that provide minimal modification to accommodate the learners with special need and disabilities, (Stainback1996).

Inclusion This refers to a goal that all participants in any society should aim at achieving to ensure all persons regardless of their social economic, physical or any other are not excluded from any of society activities. Thus call for equal opportunities and accessibility to all resources service and responsibilities (Hegerty, 1994).

Inclusive setting - This refers to a term which describe a general classroom in which learners with and without special needs learn together, All learners including those with special need participate in all activities in communities that recognize and address the need of each learners as much as possible (UNESCO, 1990).

Inclusive education- This refers to a philosophy of ensuring that all schools centers with education systems are open to all children. Thus also means reducing or removing barriers within all the learners. For this to happen, teachers schools and system need to modify physical and social environment so that they can fully accommodate the diversity of learning needs that pupils may have (Meijer et al 1997).

Leadership: This refers to establishing a clear vision communicating to others and having willingness to follow. I t may also mean a major way in which people change the mind of others and move organizational institution/ school forward to accomplish identified goals (Glickman, 2010).

Placement: It refers to amount of time in each school day a learner with hearing impairment spend in the resource or in general education.

Regular schools: These are institutions referred to as mainstream schools and normally admit learners who are not disabled.

Special needs: This refers to conditions or factors that hinder normal learning and development for individuals. They may be temporary or permanent the condition.

Special needs education: This refers to education which provides appropriate modification in curricular, teaching method, education recourses, medium of communication or the learning environment.

Support services: This refers extra assistance provided to parents and their children in school to help learners with special needs in education to adjust to the environment and activities in order to overcome barriers to learning and development (Hergaty,

2002).

Supervision: This refers to process educational managers controlling and evaluating education from national level to school level. It also refers to intent of education supervisors to assist educational organization to have teacher improve instructions

(Hoy & Forsyth, 1986).

CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Introduction

The chapter reviewed literature related to the study which was organized in terms of objectives of study as: Establishing level of training of administrators and supervisors in hearing impairment, establishing the number of education administrators and supervisors (managers) trained in hearing impairment, identifying placement options and models of learners with hearing impaired, in Tharaka North Sub County.

Establishing the role played by administrators and supervisors in inclusion of learners with hearing impairment as well as identifying administration and supervision challenges to inclusion of learner with hearing impairment in regular primary schools in Tharaka North Sub County and finally the chapter end with isolation of the gap that were to be filled by the study.

2.2 Level of Training Qualification Education Managers

The managers (administrators and supervisors) in this study focus at head teachers and quality assurance and standard officers in the Sub County office. The qualification of education managers is very important for them to enable them implement the government policy particularly the inclusive education policy as they are required to have vast knowledge in the area of special needs education and specially hearing impairment for those who are handling learners with hearing impairment in regular primary schools.

According to Government of Kenya (2005) teachers are important human resource in the teaching and learning process and constitute one of the main inputs of primary education costs. It considers teacher as an important resource in the teaching and learning process whose training and utilization require critical consideration. The

Kenya Education Commission of 1964 advocated for training of all teachers to take care of the special needs children who are enrolled in the mainstream. The study by

Tefera and Skauge, (2007), point out that teacher education is the heart of all development schemes as it is recognized as one of the major areas of focus for poverty reduction, economic progress, social and cultural development.

A study carried out at Monash University in Australia by Agbenyega, (2007) asserted that qualified teachers know that classroom needs must be approached “from a curricular stand point”, in which difficulties are defined on each specific task, activity and classroom conditions. This concurs with Research by Moodley (2002). In South

Africa, Western Cape, found that, when education administrators, supervisors

(managers) and teachers are trained and have the skills to handle the children with special needs, they normally gain courage in their work. Awareness on various disabilities makes them have positive attitudes towards the learners. Teachers can experience greater job satisfaction and a higher sense of accomplishment when all children are succeeding in school to the best of their abilities (UNESCO, 2004d).

Teaching thus becomes a joy, not a chore. Lack of proper qualification and training on hearing impairment may hinder implementation of inclusion of learners with hearing impairment in regular primary school. This is supported by research finding carried out in Zimbababwe by Tichaona & Theminkosi (2013) who pointed out that of

21 teachers teaching Sign Language among the children with HI are not very competent in the language. Due to inadequate Sign language training, Wakumelo (2009) in

Zambia also observed that most of teachers are not conversant with sign language and therefore they depend on learners who are hearing impaired where they write the names and ask them to sign. “The pupil who is supposed to be the learner now becomes the teacher.

Kenya government has put effort to ensure that managers have adequate qualification and training to handle inclusive practice in regular primary school. According to

Republic of Kenya (1988), Kamunge report, the Government of the Republic of

Kenya put up programmes for teacher education which aimed at providing qualified teachers. It had a central role of ensuring the provision, of quality education. The report stated that the objectives of teacher education were to include development of communication skills, professional attitudes, values and equipment with the knowledge and ability to identify and develop the educational needs of the child. This

Report was supported by UNICEF (2003) which advocated for training of general teachers at pre service and in service program.

Qualification and trainings of education managers being the one of key pillar for success of inclusive practice of learners with hearing impairment in regular primary school. It calls for all education manager to have good qualification and appropriate training on area of Hearing Impairment. A study carried out in Kenya on need of teacher training and good qualification by Njoroge (1991) found out that those teachers with special training favored mainstreaming and inclusion more than those

22 without. In support to this the same year, Wamae (1991) on his research conducted in

Kenyan schools found that academic qualification of a teacher is a key factor that determines academic achievement. Education managers are, therefore, supposed to have undergone sufficient training. There is need therefore, for training teachers in special needs education and in-servicing the others for them to be able to handle learners with special needs professionally.

A study by Muiti (2010) on hindrances to effective learning of pupils with hearing impairment in Meru North District, Kenya, asserted that most head teachers and teachers were not trained in the use of KSL and hence were ineffective in communicating using Kenyan Sign Language. Her study suggested that all teachers in schools for learners with HI should be trained in Kenyan Sign Language because learners with HI learn just like their hearing counterparts if given access to methods they need and the language they understand.

In line to these research findings, Education managers and teachers need to be trained in special needs on the area of hearing impairment, as recommended by Education commission 1964 (Ominde report) which called for Inclusion of the children with special need in the schools and teachers training to include component inclusive education for regular teachers enable them meet needs for learner‟s special needs in the regular classroom. The training of teachers on special education is recent undertaking which started in 2002 when Kenya institute of special education started

Distance learning programmes. This study therefore sought to established qualification of education managers as they are the subject of the study.

2.3 Number of Education Managers Trained on Different Area of Special Needs

This objective of the study sought to establish the number of targeted sample trained in the areas of special needs with more emphasis based on hearing impairment.

Despite the facts that the school may have well qualified and trained teachers ,if education administrators and supervisors (managers) are not trained or those trained are few on the area of hearing impairment, inclusion of learners with hearing impairment cannot be achieved in regular primary schools. This concurs with study carried out by Moodley (2002) in South Africa, Western Cape, who found that, when education administrators, supervisors (managers) and teachers are trained and have the skills to handle the children with special needs, they normally gain courage in their work. Awareness on various disabilities makes them have positive attitudes towards the learners. A well-staffed regular primary schools with managers and teachers trained in hearing impairment may promote effective inclusive practice and job satisfaction as noted by (UNESCO, 2004d) that teachers can experience greater job satisfaction and a higher sense of accomplishment when all children succeed in school to the best of their abilities. According to the study done by National association for deaf (2007) in India It shown that there is inadequacy of professionals trained to teach learners who have hearing impairment. The study revealed that oralism was the method used in educating the deaf since teachers were not well trained to handle learners with hearing impairment.

There has been great understaffing of trained education managers and teachers in most part of the world to implement inclusion of learners with hearing impairment in regular primary schools in many part of world. A study carried by Council for

Exceptional children (CEC) in 2003 (CEC, 2003d) in Eastern Europe indicated that most teachers agreed that one of the key areas in ensuring education for CWDs was catered for was to equip the teachers with the basic knowledge and skills on handling the children with special needs. This could be done through training of teachers in special needs education. Further study carried out by Kalabula and Mandyata (2003) and (Katwishi (1988) on inclusive practices in Zambia found out that there were no special teachers in most of institutions to provide important and advisory services that would assist ordinary teachers to manage learners with special needs included in regular schools.

In Kenya a study carried out by Nyabuto M (2014) indicated that there are few teachers trained in the area of special needs education in regular schools. According to millennium goal, by 2015 every Kenyan school should have at least one teacher trained in special needs education. This made Kenyan government to have more distance learning programe to offer special education at public and private institutions.

In order to increase the number of education managers and teachers trained on various area of special needs education the Kenya government have put various training institutions to offer training at pre service and in-service level. In particular, these training institutions trains teachers to teach learners with hearing impairment at certificate, diploma and degree levels. This institution includes Kenya Institute of special Education (KISE), Kenyatta University and Maseno University. Several studies have been carried out to establish the number of trained teachers on special needs education but little has been carried out to establish the numbers of education

25 managers trained on special needs education and particularly hearing impairment. This study therefore sought to establish the number of education managers trained in hearing impairment as they are important in implementing inclusive education strategies in regular primary schools.

2.4 Inclusion Placement Options and Models for Learners with Special Needs

Educations

The inclusion placement options and models for learners with hearing are some of inclusive practices which education managers can use through organizing to ensure that learners with hearing impairment are properly placed with appropriate inclusion models being used in regular primary schools. Karen, (2017) defines inclusion in education as an approach to educating student with special educational needs. Karen point out that inclusion rejects special schools or classroom to separate student with disabilities from student without disabilities, with inclusive models being collaborative team teaching (co-teaching) with special education teacher in the room all the day.

Others have special education teacher „push in‟ at specific time during the day. A study carried out in Canada 1995 by Antlatic Province Special Education Authority

,pointed out that successful inclusion is product of careful planning, preparation and team work, where key team members are school principals (managers) classroom teachers, the parent, and (APSEA) Atlantic province special Education Authority teachers. The study pointed out that the education managers have to coordinate and organize different stake holders such psychologist, Medici personnel‟s and network with other agencies to ensure that learners with hearing impairment benefit in inclusive setting.

According to UNESCO (2007), inclusion should focus on learners with all types of special needs. Kauffman (1995) points out that the philosophy of inclusive education is focused on educating all learners in the same classroom. Each student‟s unique needs are supposed be met through adaptation of equipment, specialized instruction and personnel. The school should accommodate all learners regardless of their physical, intellectual, social, emotional, linguistic and other conditions.

In this study, placement options for learners with hearing impairment includes dimensions which place learners with hearing impairment in learning environments while the placement models looked at the approaches of handling learners with hearing impairment so that they can benefit academically in any setting. These placement options came into practice as result of the enactment public law, (PL94-142 of 1975) and in Kenya Sectional paper no 1 of 2005 on inclusive education and

Special needs education policy frame work of 2009.This public law was a world commitment which was a land mark law of education of person with disability. The law required special class unit, separate schooling and removal of handicapped children from regular education environment should occur when the nature or severity of handicapped education in regular class with the use of assistive devices and services cannot be achieved. All children identified as being in need of special education were to be accorded education in Least Restrictive Environment (LRE).This led to integration program which allowed learners with hearing impairment to be included in mainstream.

This move led to emergence of i various major placement continuums found in most of the countries, particularly advocated by National Association for deaf children in

India which are: full time placement in special schools. part time in special class, part time in ordinary school, part time in special school, part time in ordinary school, full time placement in unit or special class, placement in ordinary class withdrawn for special work, placement in ordinary class within class support and placement in fully integrated classes.

The research carried out by National association for deaf children in India have highlighted various inclusion practices models as: learning environment model

(LEM). This aims at providing learning facilities and support services. Integrated classroom model (ICM) learners with special needs education learn together with regular learners then later at the time of day in resource room, Class within the class model (CWC). This is a class with provision to cater for all learners, Cooperative teaching program (CTP). This is approach of teaching by many teachers or team teaching. Resource consulting teachers (RCT) this is a specialist teacher who assist learners with special needs in education, individualized education program (IEP) a program to address the learning needs of each child so as to accelerate learning.

Further study by Hearty. S. (2002) outlined other placement models used as follows:-

Consultation- This is model which involves giving direct service to student in the class room setting except for assessing, observation and planning meeting. General and special education teachers use their special time allotment to meet student needs, services and they make adaptations and modification as needed. The special teacher

28 may provide additional instructional materials based on individual needs. This model suggests modifying student environment to meet attentions, vision, hearing and behavior needs. It also suggests reduction and modification of classroom assignment.

Teachers may provide materials to help student with spatial or organizational difficulties and may supply different writing tools, paper assignment format or a word processor. Hergarty asserts that it is the least restrictive and it considered ideal in theory, but general education teacher may find difficult to buy it as it requires strong trust and communication system between two teachers as well as parent.

Team teaching model- According to Hergarty, (2012) this placement models can be done in different ways but it involves both general and special education teacher working together in classroom and instructing the entire class. The least restrictive approach is co-teaching approach where both teachers teach together at the same time or switch to other subject during the day. Other team teaching approach involves small-group work as well as individual tutorial or assistance to make other class experience success. This is model which can help hearing impaired learner to benefit from inclusion as some teachers are expected to be expert in sign language which is mean of instructing learners with hearing impairment.

Aide service model- Realistically special education teacher cannot meet the needs of student placed in several different classrooms at different grade level without the use of instructional assistance or ownership by general teachers. In order to achieve this, education managers (administrators and supervisors) need to ensure that every school

29 have teachers trained sign language who can assist in ensuring that communication between hearing impaired and other hearing people in school is achieved.

Limited pullout service-This allows for more individualized instruction; however it breaks part of student day as well as student learning. Student must leave their general class room at specific time and travel to and from the resource room. This is also an important model of inclusion since it caters for individual diversity. If not followed barriers occur to inclusion. The above literature is world view of various studies which are meant to enhance inclusion of learners with hearing impairment in regular primary school and it importance.

Lipski (1998) asserts that, Inclusion promotes quality and equitable education for all, without any type of barrier or exclusion, including those who may be potentially marginalized due to disability, gender, emotional/behavioral problems, family background, ethnicity, giftedness, migrants, poverty, hearing or visual impairment, language delay, among others.

In Kenya, Sectional paper no of 2005 and Special needs education frame 2009, have given a lot of emphasize to inclusive practice of learners with special need through inclusion practice. Equally the Kenya education act (2013) put emphasize that every child has fundamental right to education and must be given an opportunity to achieve and maintain an acceptable level of learning. The Act outlines the roles government and parent in protecting the children rights. The Act ensures equal opportunities for children with disability and in obtaining education and participation in everyday

30 activities in school and within the communities. This can be well achieved through use of appropriate inclusio0n models for learners with hearing impairment in the regular primary schools.

Studies carried out by Lynx, (1986) and Kenya society for deaf children, KSDC

(2000) asserted that there were three main forms of integration of learners with special needs into regular schools. These were: location integration, where a class of learners with hearing impairment (special unit) is located in regular schools however other than sharing the same compound, the learner interacts with their hearing counterparts. Mwaura (2001) argues that learners who are put in location integration experience no curriculum integration and attend regular schools far away from their home. The second form of integration is social integration where learners with hearing impairment attend all their lessons in special class in regular school but interact with others during recess time and also probably share organized outdoors activities such games, athletics, drama and excursion out of school. The third form of integration functional integration which is the fullest integration is achieved when location and social integration lead to joint participation in education activities where learners with hearing impairment join part time or full time regular classes and make full contribution to the activities of the schools. According to Lynax (1986), this is the most ideal type of integration and it is today inclusion.

According to the studies reviewed on methods of inclusion options and models for learners with hearing impairment in both international and national, no empirical study has been done to examine placement option and models advocated by education

31 managers (administrators and supervisors) in the regular primary school hence the need of this study to establish the placement option for learners with hearing impairment used by education managers to place their learners with hearing impairments in regular primary schools in Tharaka north Sub County.

2.5 The Roles Played by Education Managers on Inclusion of Learners with

Hearing Impairment.

This was the main objective of study as it was meant to examine how the managers apply management functions as independent variables and the strategies to ensure effective inclusion of learners with hearing impairment in regular primary schools.

According to Vanleh, CM (2015) on procedure and management of inclusive education for learners with hearing impairment, he recommends, adequate planning, training and re- training of qualified personnel, creation of more awareness through workshop and seminars as management strategies for inclusive education. This study investigated the management strategies of planning organizing, coordinating, monitoring and evaluation and staffing. Effective application and implementation of these strategies by primary school managers (administrators and supervisors) ought to promote inclusion of learners with hearing impairment in regular primary schools.

Based on provision of the Bill of Rights in the Constitution of Kenta 2010, it provides foundation for equitable educational provision at all levels. These provisions state that

“The bill of right is an integral part of Kenya democratic state and frame work for social economic and cultural policies”. Paragraph 21 of Bill of Right section 3 states that “all state organs and all public officers have the duty to address the needs of

32 vulnerable groups within the society, including women, older members of person with disabilities, children, youth, members of monitoring or religious or cultural communities “In view to this, all the stake holders particularly the education managers have a duty to ensure that all learners with hearing impairment are included in regular schools with their environment by effectively performing their management roles mentioned above”.

According to Campbell (1973) pointed out that some of management role of education managers were personnel management of pupils, teaching and non-teaching staff, physical facilities, and finance management. This is supported by research finding by

Nwagwu (1978 ) who summarized instructional role of primary school head teacher

(manager) as Strategic planning, organizing school timetables and seeing the day operations, ensuring there is adequate teaching and learning resources, designing and implementing appraisals programs, planning the school curriculum with stated and implied aim of primary education, planning for supervision of instructional activities of teaching and planning on how the teachers can grow professionally through encouraging them to attend in-service training programs, seminars and workshops.

2.5.1 Planning

Planning in education context falls under department of education planning which is entrusted with the responsibility to ensure the efficient delivery of sustainable and quality education throughout education system from preschool through to tertiary level institutions.

According to Namaswa, (1999) planning means rational educational process of preparing asset of decisions for future directed at achieving the set objectives and goals. In line to this study it means educational managers (administrators and supervisors) have a role of planning effectively the inclusion of learners with hearing impairment in regular primary schools, though, engagement in formulating policies, initiating, assessment and prioritizing the training needs of the education system. The role of educational management of planning as strategies to promote inclusion of learners with hearing impairment in regular primary school is very important Nwagwu

(1978) point out that educational managers (administrators and supervisors) should ensure there is strategic planning where the managers are to ensure that inclusion environment is well set with all the requirement being available. Every inclusive strategy must be well planned. Through their strategic planning education managers are to ensure that every stake holders is put into board to enhance inclusion of learners with hearing impairment.

This concurs with Kamunge report (1988) which point out that; Media and national program be used more intensively to create public awareness of the needs of persons with disability (PWD). It also suggested intersectional collaboration at the District level involving medical personal and extension worker being trained to work with

(PWDS) at community level. This study therefore, was to investigate how the education managers (administrators and supervisors used this strategy to promote inclusion of learners with hearing impairment in regular primary schools. As pointed out by Kiilu (1994) that the success of administration (management) depends on the style of leadership and his organizational abilities, his professional training, planning

34 operations of curriculum and instruction methods, school community relation and, staff personnel.

2.5.2 Organizing

According to Wikipedia, Organizing is a systematic structuring integrating, coordinating task goals and activities to resources in order to attain objectives. It is also the act of rearranging elements following one or more rules, in education management is a process of coordinating task goals to resources. In this study administrations role involves process of dividing work into unit and allocating it to people and department by establishing structure of authority, responsibility and tasks.

According to the study carried out by Omutsani j. (2012) Kenyatta university master thesis on Factors affecting KCPE performance of learners with hearing impairment recommended that effort should be made by the quality assurance and standard division in ministry of education in organizing relevant in-services programmes for all teachers and head teachers in special schools where they can be enlightened and sensitized on communication approaches, sign language and even instructional materials so as to facilitate performance. This supported by research finding by

Republic of Kenya (2005) which recommended that ministry of education through directorate of quality assurance and standard (QAS) to plan and organize seminars and workshops for SNE teachers to keep them abreast of current and immerging issues facing education.

2.5.3 Communication

Communication is the act of conveying meaning from one entity or group to another through the use of mutually understood signs, symbols and semiotic rules

(wakipenda). Education manages should be well conversant with mode for communication for learners who are hearing impairment for them to be effectively included in regular primary school they are in charge. In regular primary school, it entails issuing instructions from education managers or from teachers to learners with hearing impairment in regular primary schools through use of sign language and total communication to ensure that the intended message is conveyed properly.

Communication also ensures that set targets are met and understood by everybody in the school where majority in school should be able to use sign language as mean of communication.

According to Un declaration (1948), communication by management which is well initiated by education management (administrators and supervisors) is very vital in promoting inclusion of learners with hearing impairment in regular primary schools by ensuring right of every child to receive high quality education appropriate to the needs and aptitudes. Proper communication ensure effectiveness on the needs of promoting quality education as key influence on economic wellbeing of every nation and recognition to equip the student with the kind of education that will enable them to contribute to increasingly complex and changing societies. Concurring with this

Okumbe (2000) pointed out that good education managers (administrators and supervisors) through proper communication and supervision, improves standard and quality of education and should be integral part of school improvement programs,

2.5.4 Coordination

This refers to unification of effort and it ensures that all activities bind the organizational/ institution together to achieve common goal. The education managers

(administrators and supervisors) need to ensure that there is good coordination in learning of learners with hearing impairment who are included in regular classroom.

The education managers (administrators and supervisors) must have a clear picture of what he what is school to be. All activities should be well coordinated with specific role being assigned to qualified staff in teaching learners with hearing impairment to ensure that each learner need is well catered. This is concurs with Campbell (1968;

108) who ascertain that Head teachers (education managers) should coordinates and plan the school activities with the child at the centre. The aspect of coordination as one process of administration needs to be carried out at all levels of administration structure. The head teacher therefore being at the bottom has to coordinate to ensure that learners with hearing impairment benefit from inclusion practice. This is supported by Campbell (1974), Nwagwu (1978) where they asserted that: head teachers plays administrative roles of coordinating curriculum and instruction, school community relation, pupils‟ personnel‟s, staff personnel‟s and physical facilities.

The administrators have the role of coordinating all learning activities as well as coordinating with other stake holders at different levels so that more knowledge and support on inclusion of learners in regular primary school is achieved. This is in agreement with Otube (2004) who observed that networking among special education teachers at both national level is irregular, or in some cases not in existence.

According this finding coordinating with other stake holders is essential to achieve

37 inclusion of learners with hearing impairment since ideas are shared as well as improving administrates skills.

2.5.5 Monitoring and Evaluation

This is management strategy (administrative) element/ function which entail setting target, monitoring activity to ensure targets are met and taking remedial action to deal with divergence of actual from target performance. It involves putting evaluation activities against stated goals and plans.

According to Khan (2012) monitoring and evaluation is systematic assessment and tracking of the operation and outcome of a program or policy, compared to a set of explicit or implicit standard as a mean of contributing to the improvement or adjustment of program. In this study the role of monitoring and evaluation is to track implementation of inclusion of learners with hearing impairment in regular primary school and output systematically, and measure the effectiveness of inclusion program, with aim of determining whether the inclusion program is on track. According to

Munyuka, N. (2015) on study in project monitoring and evaluation and it importance, he point out that monitoring and evaluation (M;E) help those involved (managers) with any type of project to access if the progress desired is being achieved.

In Kenya according education sessional paper no 14 of 2012, and basic education act of 2013, the section of ministry of education charged with responsibilities of supervising/control of schools is the Directorate of Quality Assurance and

Standard/(QAS). It is mandated to enter and monitor the schools. The government

38 has also come up with policy and statutory document such as Hand book for Quality

Assurance and Standard officers (QASO) to monitors schools so that they can provide guide quality education check whether recommended education programs are recommended are being implemented. This is achieved through carrying out seminars and workshops for quality assurance and standards officers are frequently. The main function of directorate is; supervision, advisory and giving feedback through reports and to ensure curriculum maintenance and implementation. The quality assurance and standard which is carried out by schools inspectors form part of education administration. According to government policy, the Director of Quality Assurance and standards (DQAS) ensures that learners with special needs including those with hearing impairment get quality education through regular monitoring.

The Ministry of education (MOE, 2006) maintains that school catering for learners with special needs in education should be subject to supervision (monitoring and evaluation), as any other school the major role of education administrators and supervisors involves ensuring adequate teaching and learning of learners with special needs directly or indirectly and overcoming administrative and supervisory barriers to inclusion so as make inclusion functional and realistic. Concurring with that, Wango,

(2001) on his paper presented to the task force on the realignment of education system to the new constitution, pointed out that the ministry responsible of education should be in charge of education administration that performs coordination and supervising role. In addition there should be a senior education officer preferably county Director (CDE) in change researches of education in the county whereas parent and community should be more empowered. In respect to this, Head teachers who are

39 direct education mangers within regular primary school have greater role to monitor and carryout evaluation on effectiveness of inclusion of learners with hearing impairment in regular primary schools.

This study therefore intended to investigate how education manages carry out the management strategies as a way of ensuring inclusion of learners with hearing impairment in regular primary schools through examining how each strategy is carried out. Literature on impact of management strategies on inclusive education is scanty while no available literature on management strategies on inclusion of learners with hearing impairment regular primary school hence the need of this study to fill the gap.

2.6 Administration and Supervision (Management) Challenges to Inclusion of

Learners with Hearing Impairment

Implementation of inclusion of learners with hearing impairment in regular primary schools is not smooth as other types of disabilities. Education managers

(administrators and supervisors) must be conversant with inclusive education policy as well as being able to implement management strategies effectively so as to achieve functional inclusion of learners with hearing impairment in regular primary schools.

According to Sessional paper NO14 of 2012 on performing education and training sector in Kenya, Special needs education(SNE) requires appropriate adaptations to curricula, teaching methods, educational resources, medium of communication and learning environment in order to cater for individual differences in learning. It is therefore the role of education managers (administrators and supervisors) to ensure that there management strategies meet all the above so as promote inclusion of

40 learners with hearing impairment with manageable challenges. This study has examined management challenges arising from management strategies of planning, organizing coordinating, monitoring and evaluation. When managers are not conversant with effective use of these strategies inclusion of learners with hearing impairment is not possible.

2.6.1 Challenges Arising from Planning

As indicated in previous literature, Planning in education context falls under department of education planning which is entrusted with the responsibility to ensure the efficient delivery of sustainable and quality education throughout education system from preschool through to tertiary level institutions. Planning on implementation of inclusion of learners with hearing impairment in regular primary is top to bottom approach where department concern in special needs education plans for inclusion of learners with hearing impairment from the top to bottom, where head teachers are the lowest education managers to implement the policy. Each education manager is left to plan at his school on how to implement inclusion of learners with hearing impairment in his school. The government of Kenya through ministry of education should plan well to make sure that teachers are well qualified and trained to ensure that they can handle learners with hearing impairment in inclusive setting in regular primary schools.

Research by UNICEF, (2003), advocates that the training of general teachers at pre- service and in-service levels should address the issue of education of children with special needs, so that teachers are better equipped to work in an inclusive

41 environment. According to Idol & West (1987),Proposes that, appropriate planning should ensures that teachers are supported in inclusive schools by providing in-service training that addresses teacher–identified needs; employing competent personnel to deliver the training, offering incentives to educators to participate using a variety of methods and coordinating the training with other institutions.

2.6.2 Challenges Arising from Organizing

Challenges arising from organization examined how effective education managers

(administrators and supervisors) organize inclusion of learners with hearing impairment in regular primary schools. In reference to this study organizing is the function of developing an organizational (school) structure and allocating human resources to ensure the accomplishment of the objectives with hearing impairment in regular primary school becomes challenge. In case the education managers fails to conform to the above then inclusion of learners. The managers have to organize and ensure that there adequate teachers trained in hearing impairment, organize in service training of teachers and workshop seminars for teachers, organize for appropriate inclusion models as well as appropriate mode of instructions.

According UNESCO (2007) revealed the need to proper organization by education managers that, to meet the challenges of the Education for All (EFA) goals, where every school is supposed to practice inclusive education in all schools in the world. It noted that somewhere between 15 and 35 million new teachers are required globally by 2015.The studies have revealed that, Lack of proper organization in planning of training teachers in sign language, which is the appropriate mode of instruction for

42 learners with hearing impairment, lead to poor staffing of regular primary school hence threatening the inclusion of learners with hearing impairment in regular primary schools. This agrees with a study carried by Kalabula and Mandyata (2003) and

(Katwishi (1988) on inclusive practices in Zambian which found out that there were no special teachers in most of institutions to provide important and advisory services that would assist ordinary teachers to manage learners with special needs included in regular schools.

In support to this, Council for Exceptional children (CEC) in 2003 (CEC, 2003d) in

Eastern Europe indicated that most teachers agreed that one of the key areas in ensuring education for CWDs was catered for was to equip the teachers with the basic knowledge and skills on handling the children with special needs. This could be done through training of teachers in special needs education. It was important to find out whether teachers in regular primary schools had acquired this training, as well as to find out their fundamental role towards the inclusion of the children with special needs in regular primary schools. In Kenya a report by Eastern African standard (30Th august 2002) cited in Ogolla, (2008) where an assistant minister for education called for training of many teachers to equip them with skills to handle learners in both primary and secondary schools as many teachers found in schools lacked required skills to handle special learners. This concurs with claim by (Republic of Kenya 2005) and (Ministry of education 2009) which pointed out that there was in adequacy capacity among many teachers to handle learners with special needs and in appropriate placement of children with disabilities, in adequate supervision and monitoring of

43 special education programs which worsen implementation of inclusive education for learners with special needs in regular primary schools.

2.6.3 Challenges Arising Communication

Communication in inclusion of learners with hearing impairment is very important as it ensures that learners with hearing impairment benefit from inclusion through use of sign language. Education managers and teacher in regular primary school need to be conversant with the use of sign language which is recommended medium of instruction for learners with hearing impairment. In adequacy of communication through use of sign languages poses great challenge to inclusion of learners with hearing impairment in regular primary schools. This in agreement with Hallahan and

Kauffman (2006) who asserted that, many education managers ( administrators ) are not conversant with these mode of communication hence making inclusion of learners and communicating with learners with hearing impairment impossible. Their study further pointed out that many education managers (administrators and supervisors) and teachers of learners with hearing impairments are unable to teach properly because they cannot communicate with them, as well as most of them signing very poorly.

This has been found to create obstacles in the teachers endeavor to provide instruction to learners with hearing impairments. Appropriate mode of instruction need to be used in instructing learners with hearing impairment suggested by KSDC (2000),which maintains that oral, aural/oral, manual, bilingual, total communication, sign language and signed English are all communication approaches that may enhance academic performance among pupils with hearing impairment (HI)

2.6.4 Coordination

Coordination in management is a process of putting things together in a harmonious relationship so that they may function more effectively Education managers

(administrators and supervisors). Are mandated the role of coordinating all the programs and activities within their schools. Activities and programs to be coordinated includes planning and conducting of sensitization seminars and workshops, mode of instructing learners with hearing impaired, provision of hearing aids, teaching and learning resources , resources for assessment teaching and learning of learners with hearing impairment.

It is very important for education managers (administrators and supervisors) to coordinate and plan for provision and use teaching and learning resources as well as providing assessment resources and hearing aid. This concurs with (Wangechi, 2007) who pointed out that learners who are hard of hearing will require hearing aids, while those are totally deaf will require digitals aids and equipment. Human resources such teacher‟s aide and sign language interpreters are important especially where the regular class teacher is not conversant with sign language. In adequacy and lack of coordination to provide the resources mention above and lack of human resources poses great challenges in inclusion of learners with hearing impairment in regular primary schools. This is in agreement with study by Bunyasi, (2010) which revealed that there is inadequacy of resources in Kenyan schools for learners with HI such as assistive devices due to lack of spare parts. While Lumumba (2009) argued that teaching/learning materials and facilities were dissatisfying to teachers thus impacting negatively on the learning process.

Education managers (administrators and supervisors) have great challenges in coordinating regular primary school to ensure that they have required human resources such sign language interpreters, teachers trained in sign language, assessment resources teaching and learning materials and hearing aid are available to learners with hearing impairment. This is supported by, Okombo (2008) in his presentation on KSL development at Nairobi University - Kenyan Sign Language Research Project

(KSLRP), postulates that there is a wide range of materials to be developed for KSL use in schools for learners with hearing impairments. Such materials include video recordings of stories told in KSL and reference materials such as maps, charts, Kenyan

Sign Language text books and KSL dictionaries. Okombo (2008) also observed that the development of these materials will need to be continuous process because there will be new knowledge in the present era of advanced technology and lack of resources in schools for learners with HI affects learning.

2.6.5 Monitoring and Evaluation

Monitoring and evaluation of the activities in any organization is one of the major roles of education managers (administrators and supervisors) in any institutions. It ensures that all what is planned is well implemented and guidelines followed. In school setting head teachers are in charge of monitoring and evaluation the implementation of inclusion policy while at sub county Quality assurance and standard officers are mandated by ministry of education to carry out monitoring and any learning institutions in Kenya. In order to achieve monitoring and evaluation of learners with Special Needs, the ministry of education established a Special Needs section at the inspectorate and administration in 1976 and 1977 respectively. To

46 facilitate the attainment of these mandates , the special need education administration section were given the mandate in management and administration of program, while the quality assurance section was given the responsibility to supervise the program to ensure that teachers were receiving appropriate training and also monitor schools to ensure that the academic standards were being maintained.

Research by Republic of Kenya (2003) has shown that; directorate which is concerns in quality assurance and standard monitoring and evaluation, suffers from in adequate human resource to enable it to efficiently and effectively deliver services.

This was also noted by, Olembo and Karugu (1992) that number of Quality assurance and standards officers (QASO) is highly inadequate and number of student supersedes the existing number of inspectors because of alarming rate.

According Olembo and Karugu (1992) monitoring and evaluation of inclusions of learners with hearing impairment in regular primary schools is a great challenge in most of primary schools in Kenya. There is understaffing of these officers and hence monitoring and evaluation of inclusion of learners with hearing impairment in regular primary school might not be available from all levels of education. In concurrence to this a similar a comment about in adequacy of inspectors in schools, was made by

Daily nation editor in 2001, who reported that in general Kenya schools are Rarely inspected, also Adongo, (2000) had noted that there was lack of inspection of schools by inspectorate department of ministry of education. Other challenges that affect inclusion of learners of learners with hearing impairment of both administrators and supervisors are the attitudes of education managers‟ attitudes towards inclusion of

47 learners with hearing impairment in regular schools. Study by Howarth (1987) asserted that, positive attitudes must be adopted to ensure that essential emotional, social and conceptual experiences which underlie learning are provided in spite of disability.

In regard to this, Donaldson (1980) asserted that handicapped individuals are likely to encounter negative and stereotypic attitudes from various populations. Bishop (1990) further argues that the attitudes of non-handicapped students in a regular Educational environment can be critical to the success of the students with handicap in that setting.

These research finding proves that positive attitudes by manager (administrators and supervisors) are key to success of inclusion of learners with hearing impairment while negative attitudes discourages the inclusion practices.

The literature from this objective has noted several challenges encountered by learners with hearing impairment in regular primary schools which hinder them from effectively benefiting from inclusion setting. The literature on challenges arising from management strategies for inclusion of learners with hearing impairment is scanty and there for need of this study. Several studies have been carried out on factor hindering inclusion of learners with hearing impairment in regular primary schools but no empirical study has been done on challenges arising from management strategies in inclusion of learners with hearing impairment in regular primary school in Kenya which can be used for generalization.Therefore the need to carry out this study in

Tharaka North sub county in Tharaka Nithi county.

2.7 Summary of Literature and Gap Identification

The literature reviewed in this chapter impact of management strategies on inclusion of learners with hearing impairment in regular primary schools. The level of qualification and training of teachers on hearing impairment is very important in promoting the inclusion of learners with hearing impairment in regular primary school. The studies confirms that, higher the qualification and training of teachers on hearing impairment the high possibilities of learners with hearing impairment being included in regular primary schools. These studies have not however been able to investigate the level of qualification and training of education managers as a factor of promoting inclusion of learners with hearing impairment in regular primary schools hence the need of the this study objective.

The literature on the number of teachers trained in hearing impairment shows that they are few hence most of school lacking trained and qualified teachers in sign language to handle learners with hearing impairment in regular primary schools. The shortages of education quality assurance and standard officers to monitor and evaluate the inclusion of learners with hearing impairment in regular primary school was also noted. This study therefore sought to establish the number of education managers trained and qualified to handle learners with hearing impairment in regular primary schools.

The placement option for learners with hearing impairment are; segregation and integration set up. Segregation set up being special schools and rehabilitation centers while in Integration learners are placed in regular schools in three forms of integration, location, (special unit) social and functional. Functional inclusion being inclusive

49 setting which achieved through combination of location and social integration.

Hergarty (2002) model of inclusion has been the best to be used in inclusive setting to help learners with hearing. This study sought to investigate which placement option and models encouraged by education managers for learners with hearing impairment in their regular primary schools.

The literature on effectiveness of management strategies on inclusion of learners with hearing impairment has been reviewed from the expectation of various international and national commission‟s recommendation on what is expected of them achieve inclusive education philosophy. The role of teachers and government agency in promoting inclusion of learners with specials needs has been highlighted and the activities to be undertaken management to achieve its goals, No empirical studies has been done to analyze how education managers can apply various management roles to ensure effective inclusion of learners with hearing impairment in regular primary schools. There is scanty literature done on challenges pertaining management strategies/roles in implementing inclusion of learners with hearing impairment in regular primary schools. The study therefore sought to examine challenges arising from each management strategies/ roles on how they impact on inclusion of learners with hearing impairment in regular primary school in Tharaka North sub county

Tharaka Nithi County.

CHAPTER THREE

RESEARCH DESIGN AND METHODOLOGY

3.1 Introduction

This chapter presents the methods which the researcher used to collect the data. These includes research design, research variables, and location of study, target population, sampling techniques, sample size, research instruments, pilot study validity and reliability, data collection procedures, data analyses logistic and ethical consideration.

3.2 Research Design

In this study, the researcher employed descriptive design to establish the impact of management strategies for inclusion of learners with hearing impairment in regular primary school in Tharaka Nithi County. This design was used as the study was designed to obtain pertinent and precise information concerning the study of phenomena and wherever possible to draw valid general conclusions for the facts discovered. This concurs with Mugenda and Mugenda (1999) argued that descriptive research helps the researcher to obtain information that describes existing phenomena by asking individuals about their perceptions, attitudes, behavior and values. In this design the researcher use mixed method approaches (quantitative and qualitative) analyze the data from the study.

3.3 Research Variables

There were three types of variables in this research; Independent variables intervening variables and dependent variables.

3.3.1 The Independent Variables

In this study independent variables were management strategies, level of qualification of manager, number of managers trained in hearing impairment placement options and models. These were roles which were to be effectively performed by administrators and supervisors so that inclusion of learners with hearing impairment could be achieved in regular primary schools.

3.3.2 Intervening Variables

The intervening variables in this study were the factors that may influence the study outcome positively or negatively they were, government policy, qualification of managers, mode of instructions and attitudes towards inclusion of learners with hearing impairment in regular primary schools.

3.3.3The Dependent Variables

In this research, Inclusion of learners with hearing impairment in regular primary school was the dependent variable which was portrayed by proper application of skills and knowledge of independent variables. It is achieved through proper use of intervening variables of the study. The inclusion of learners with hearing impairment would be achieved when; There are well trained and qualified education managers in hearing impairment. Use of sign language as model of instructions in regular class,

Adequate staffing of education managers with special needs education particularly hearing impaired, there is use of appropriate placement models and options for learners with hearing impairment and effective use of management strategies

3.4 Location of the Study

The study was conducted in Tharaka North Sub County in Tharaka Nithi County, which borders Meru County to North West, Garrisa County to East Kitui County to

South and Embu County South west. The Sub County headquarter is approximately fifty kilometer from Kathwana which is the headquarter of Tharaka Nithi County and approximately 280 kilometers from Nairobi the capital city of Kenya through Ura gate

Meru National park route. Schools with special units and regular schools were used in the study.

This place was identified because there were no special schools for Learners with hearing impairment and quite a big number of learners with hearing impairments are taken to other Sub County. While those who cannot afford special schools are placed in special units and others placed in regular classes where they are not properly catered for.

3.5 Target Population

The target population was all head teachers and quality assurance and standard officers from Sub County education office who are administrators and supervisors implementing education policies. There were ten officers from education office and fifty public schools head teachers. It was from this accessible target population of education Head teachers and quality assurance and standard officers who are administrators and supervisors of Tharaka North Sub County the sample population was formed.

Table 3.1Target population

Target population (education managers) Number

Head teachers with special unit 10

Head teachers without special unit 40

Quality assurance and standard officers 10

Total 60

3.6 Sampling techniques

The sampling techniques employed in this study were non-random and random sampling; In non-random, purposive sampling technique was used. The researcher adopted purposive sampling technique to select three head teachers from the sampled

10 regular public primary schools with special units and three from Sub County office quality assurance and standard officers. This was because the heads teachers and quality assurance and standard officers are main administrators, and supervisors in their schools and their Sub County respectively. Being, the chief executive officers of their schools, they had rich information pertaining inclusion of learners with hearing impairment in regular primary schools.

According to Mugenda and Mugenda (1999), purposive sampling technique allows a researcher to use cases that requires information with respect to the objectives of the study. The researcher also used random procedure to get, education managers through simple random sampling for public school head teachers without special units. The schools without special units had common characteristic this was easy to generalize the research findings.

3.7 Sample size

The study used the sample size of 30% from each category of respondent where three out of ten Quality Assurance and standard Officers from Sub county office were sampled, three head teachers from schools with special units out of ten were sampled and twelve head teachers from public primary schools without special units out of forty were randomly selected. This samples got was slightly higher than average recommended because the sample population was small and there was need of getting more accurate research finding for generation. This is supported by Gay (1996), who stated that, for a descriptive research where a small sample is involved, the researcher is guided to sample of 10% of the population in order to be used for the study. Thus my sample size of 30% which was eighteen (18) education managers were acceptable for the study

Table 3.2 Sample Size

Education managers Sample size

Head teachers with special unit 3

Quality assurance and standard officers 3

Head teachers without special unit 12

Total 18

3.8 Research Instrument

This study used two research instruments Interview guide and questionnaires

3.8.1 Interview Guide

The researcher used these tools to collect data from the Sub county education officers and the head teachers of schools with special unit because they were few and easily accessible. Both structured and open ended questions were used. The researchers visited the respondent in their schools and offices after booking the appointment through phones; the respondent was given the questionnaire as the researcher went through the questions on instrument asking the respondent one after the other. The researcher recorded the response from the respondent in his interview guide questionnaire.

3.8.2 Questionnaire

According to Orodho (2009) a questionnaire has the ability to collect a large amount of Information in a reasonably short time. In addition, the respondents have adequate time to give well thought answers. The questionnaires given to the head teachers were mainly objective and structured. Due to these research findings, the researcher used questionnaire through use of research assistance to take them to the randomly targeted head teachers with schools without special units. The questionnaires contained both structured and open ended questions.

The questionnaires were used because the respondents were many from four zones in

Tharaka North Sub County. The research assistance went for them after two weeks.

Questionnaires were used because when properly administered, they are the best instruments for obtaining information from wide spread sources or large groups simultaneously.

3.9 Pilot study

The questionnaires and interview guide were used to pre-test a sample of purposively selected, one head teacher from the school with special unit, one head teacher from the school without special unit and one quality assurance and standard officer. All these education managers were not used in the main study. The purpose of pre-testing was to help the researcher to establish validity and reliability of the instruments. This ensured that all questions were clear and had the same meaning to all respondents, the space to write responses were sufficient, and also to assess the time taken to administer the instruments. The pilot study was done in Kabuabua primary school which has special unit Iriani primary school which had no special unit and one Quality

Assurance and Standard Officer from Mukothima zone in Tharaka North Sub County.

The two instruments were tested after an interval of one week with questionnaire being used for a head teacher in the school without special unit and Interview guide being used by Head teacher with special unit and quality assurance and standards officer. Questions which were not clear and ambiguous were omitted while others were reframed.

3.9.1 Validity

Mugenda and Mugenda (1999) define validity as the accuracy and meaningfulness of inferences, which are based on the research results. In other words, validity is the degree to which results obtained from the analysis of the data actually represents the phenomena under study. Validity, according to Borg and Gall (1989) is the degree to which a test what it purports to measure. All assessments of validity are subjective

Opinions based on the judgment of the researcher (Wiersma, 1985). This study employed criterion related validity where the data obtained using interview guide was compared with the data from school using questionnaire and interview guide on the pilot study. The validity and reliability was determined by the pilot study where the questions in interview guide and in questionnaires were examined and corrected to make them clear and precise. The research instrument were validated by my supervisor and confirmed valid to be used in the main study.

3.9.2 Reliability

Reliability refers to degree of consistency between two measures of the same kind It involves administering the same test twice on the same group and getting the relationship of data. The reliability of this study was determined through test-re test methods where data on pilot study was collected using questionnaire and interview guide and repeated after an interval of one week. The test retest method involved sending developed questionnaire to one head teachers from school without special unit and administering interview to one Head teacher from school with special unit and one quality assurance and standard officer, scoring the answered questions, keeping all condition constant the same question sent to the same group after period of one week and Scoring the questionnaire and interview guide responses.

The pilot study helped to improve reliability of the instruments where split-half technique of measuring reliability was used. This involved splitting the pilot questionnaires and interview guide into two halves (odd and even) then calculating the correlation coefficient (r) for the two halves. To do this, the Spearman's Rank Order

Correlation Coefficient (r) was used. The reason behind pre-testing was to assess the clarity of the questionnaire items so that those items found to be inadequate or vague were either discarded or modified to improve the quality of the research instrument thus increasing its reliability Kathuri (1993). This was achieved. According to Gay

(1992), as a correlation coefficient of at least 0.7 and above for the two halves is considered sufficient. The researcher aimed at producing interview schedules that would give this reliability result for data collection hence correlation coefficient was estimated to be 0.75 which deemed reliable.

310 Data Collection Procedure

The researcher obtained a letter of introduction from Post Graduate School Kenyatta

University to take to National Commission for Technology and Innovation

(NACOSTI) to facilitate the issuance of research permit authorizing the researcher to carry out the research in Tharaka North Sub County in Tharaka Nithi County. Upon authorization from the Ministry of Education, Science and Technology to conduct research, the researcher sought permission from Tharaka Nithi County commissioner,

Tharaka Nithi County Director of education and Tharaka Nithi Governor. The researcher was given authority to carry research from this office to conduct the research in the County.

The researcher went to the Tharaka North Sub County to seek farther permission from

Sub County Director of education and make him aware that the study would be carried in his Sub County. The researcher visited the targeted pilot education managers in

59 their offices teachers and administered pilot study tools (interview guide) to the one head teachers with special units and one quality assurance and standard officers.

Questionnaire was used for one pilot head teacher in school without special unit. After the pilot study was over the actual research started with sampled respondent being interviewed by the researcher. Research assistant took questioners to head teachers in schools without special units, Both the questionnaire and interview guide had similar questions since all had similar characteristic and are expected to play the similar roles in implementation of inclusion of learners with hearing impairment in regular primary schools The research tools had five part.

3.11 Data analysis

Data analysis refers to examining what has been collected in the research and making deductions and inferences for own understanding of them and enabling one to represent them to others It involves, working with data, organizing them, breaking them in manageable units, synthesizing them and searching for patterns (Orodho,

2005). Questionnaires and interview guide were screened for accuracy and completeness by checking and making sure that all the questions touching the objectives were answered. All parts of the interview guide and questionnaires were coded and analyzed to give unified data which represented the situation at Sub

County. This was achieved by examining the responses from eighteen respondents and analyzing each objective through questions.

The study generated both qualitative and Quantitative data which were first edited and coded manually to ensure that information got from questionnaire and interviews were in correct format for data entry before it was analyzed using descriptive statistics. In qualitative analysis the researcher organized data thematically and categorized into themes involving the inferences that were from opinions of the respondents. The quantitative data was corded and keyed into computer for processing. Statistical

Package for Social Sciences (SPSS) was used to analyze the information. The data was finally presented through use of charts and frequency tables for easy understanding.

3.12 Logistical and Ethical Considerations

The researcher ensured ethical consideration by choosing his own title which has not been researched by other researcher. All cited work of other researchers which were not researcher‟s own work, were duly acknowledged by the researcher. Data collection procedure was followed where the permission was sought from different authorities.

The researcher informed the respondent through mobile call the time he would be available for interview to avoid inconveniencing them. The research assistant took questionnaire to respondent Head teachers and ensured them of confidentiality through not writing their names in the questionnaires.

CHAPTER FOUR

FINDINGS INTEERPRATATION AND DISCUSSION

4.1 Introduction

This chapter deals with finding interpretation and discussion of data collected from research respondent in Tharaka North Sub County in Tharaka Nithi County. The chapter presents the main research findings through the research specific objectives which were to:-

i. Establish the level of training of education managers (administrators and

supervisors) on special needs education.

ii. Find out number of Education managers trained on different area of special

needs. iii. Identify inclusion placement models for learners with special needs

emphasized by management in regular primary schools. iv. Investigate the role played by education management in inclusion of learners

with hearing impairment in regular primary schools.

v. Analyze the education management challenges faced by administrators and

supervisors in implementing inclusion of learners with hearing impairment in

regular primary schools.

The response given by the respondents were analyzed in each objective. It discusses the objectives outcome using descriptive design based on qualitative and quantitative analyses. Qualitative analyses were based on respondent opinions and perceptions while quantitative was based on numerical data. Tables and charts were used to present the data inform of frequencies and percentages for quantitative response while

62 description has been used for open ended questions which requires qualitative analysis. This was done to ensure balanced data analysis which upheld freedom of expression as noted by Mugenda & Mugenda (2003).

4.1.1Background and General Information

The study was carried out in Tharaka North Sub County which has enrolment of

Fourteen thousand seven hundred and fifty four pupils(14754) in regular primary school of which seven thousands four hundred and forty five (7445) are boys and seven thousands three hundred and nine (7309) are girls out of these, Three hundred and twenty four are learners with special needs distributed in the area of hearing impairment (HI) intellectually challenged (MH) Physically hand capped (PH) and

Visually impaired (VI).The Sub County has five hundred and seventy three stream against five hundred and twenty one teachers. There are only thirty teachers trained on special needs in the whole Sub County where out of these there were only eight teachers trained in hearing impairment, among the teachers trained in hearing impairment, three are education administrators acting as headteachers.

4.1.2 Demographic Information

Demographic data is the general information of the respondents which is presented and analyzed in order to show their distribution in the study. The main respondent in this study are head teachers referred to as administrators and quality assurance and standard officers referred as supervisors education managers. For the purpose of data collection they have been classified in three categories as, the head teachers in schools with special units, the head teachers working in schools without special units and

63 quality and standard officers in Sub County education office. There were total sample of eighteen (18) education managers targeted from target population of sixty education managers from in Tharaka North Sub County. The sample of study was: three Head teachers from school with special units, three quality assurance and standard officers from Sub County education office and twelve head teachers from schools without special units. All respondents responded to interview guide and returned their questionnaires which represented 100%. This was achieved through directly carrying out interview while questionnaires were delivered and collected by research assistant.

Table 4.1: Response Rate of the Questionnaire and Interview Guide

Respondents percentages % Instruments administered Returned instruments

Quality assurance 3 100% And standard officers

Managers with special unit 3 100%

Managers without 12 100% Special unit

Totals 18 100%

Data on table 4.1 indicates that both the questionnaire and interview were returned by various respondent target in the study that Three (3) Sub County education mangers and Three (3) primary school managers s with special unit were available for interview guide representing (100%) in two category while Twelve (12) primary schools managers without special unit returned their questionnaire representing 100%.

Managers without special unit their response rate was initiated by constant reminder to

64 return the questionnaire .This made the eighteen (18) respondent targeted to respond at rate of 100%.

4.2 Level of Training of Education Managers in Tharaka North Sub County.

This objective established the level of training of Education managers (Head teachers and education officers) who were targeted respondent and key administrators and supervisors in education within their schools.

Masters 1 (5.6%)

Certificate P1 Degree 6(33.3%) 8(44.4%)

Diploma 3 (14.7%)

Figure 4.1: level of training of education mangers

Figure 4.1 shows that there were 18 respondent sampled out of sixty administrators in

Tharaka North Sub County this represent 30%. The level of training of administrators from the sample was as follows: Certificate/P1 8(44.4%). Degree 6 (33.3%) Diploma

3(14.7% and Masters 1 (5.6%). According to this finding some of education administrators are below minimum level to hold administrative/management position as 44.4% are below diploma level. The education level of administrators is very

65 important as it enables him / /her to good and effective service as required by the government.

This finding concurs with Agbenyega (2007) who holds the view that qualified teachers know that classroom needs must be approached “from a curricular stand point”, in which difficulties are defined on each specific task, activity and classroom conditions. The need of administrators and supervisors to be trained and qualified is supported by Moodley (2002) who confirms that, when education administrators, supervisors and teachers are trained and have the skills to handle the children with special needs, they normally gain courage in their work. Wamae (1991) in her research conducted in Kenyan schools found that academic qualification of a teacher is a key factor that determines academic achievement, as they are more aware on various disabilities making them have positive attitudes towards the learners. Higher qualification can be achieved through registering school based program in school like

Kenya Institute of Special education, Kenyatta University, Maseno and other institution of higher learning which offers school based programs. This concurs with

UNICEF (2003) who advocates for the training of general teachers at pre service and in-service program.

4.3 Number of Administrators and Supervisors Trained in Different Areas of

Special Needs

The objective established the number of targeted respondent (education managers) trained on in special needs with the main focus being those trained on hearing impairment

Table 4.2: Education Managers Trained in Different Areas of Special Needs

Types of special training Number trained Percentages (%)

Hearing impaired 1 5

Intellectually disabled 1 5

Physically challenged 0 0

Visually impaired 1 5

Not trained in any area of 15 85 Special needs

Total 18 100

Table 4.2 establishes number of sampled education managers trained in various category of special needs and the study shown majority (85%) representing respondent were not trained in any area of special needs education. Only a few (5%) respondent was trained on hearing impairment, (5%) was trained on intellectually disabled and

(5%) was trained on visually impaired. The fact that most of education managers are not trained in the area of any special needs and only a few are trained in hearing impartment makes it a great challenge to include learners with hearing impairment in regular primary school.

This concurs with the study by Muiti (2010) on hindrances to effective learning of pupils with hearing impairment in Meru North District, who asserted that most head teachers and a teacher were not trained in the use of KSL and hence were ineffective in communicating using Kenyan Sign Language. There is need for all teachers in schools to undergo mandatory training on sign language at initial training.

4.4 Placement Options for Learners with Hearing Impairment in Regular

Primary Schools

The objective investigated the placement of learners with hearing impairment in the regular schools. It established that the schools which allow learners with hearing impairment to be in the regular primary schools and those which do not allow them.

none of the above 66.67%

Inclusion in regular classes 0%

Special units 33.33%

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00%

Figure 4.2: Placement Options for Learners with Hearing Impairment in

Regular Primary Schools

Figure 4.2 shows the placements options for learners with hearing impairment in

Tharaka North Sub County. Majority (66.67%) of the respondent had no space for learners with hearing impairment in either inclusion or in special units, only (33.33%) placed learners with hearing impairment in special unit while there were no learners with hearing impairment in regular classes through inclusion as shown by 0%.The findings from this study show that learners with hearing impairment are not properly placed.

Majority of respondent have no space for learners with hearing impairment they either refers them to special schools for learners with hearing impairment or they are left to stay at home as shown by few learners with hearing impairment who are in special unit. This hinders the importance of inclusions as supported by Lipski, (1998), who indicated the role of inclusions being, promoting quality and equity education for all without any type of barrier or exclusion, including those who may be potentially marginalized due to disability, gender, emotional behavioral problems, family background, ethnicity, giftedness, migrants, poverty, hearing or visual impairment and language delay among others. The finding further shows that there is little inclusion practice of learners with hearing impairment as integration practiced was not noticed which is a move toward inclusion of learners with hearing impairment as advocated by lynx, (1986).This is further supported by KSDC (2000) & Mwaura (2001) who identified three main forms of integration of learners with special needs into regular schools, as being,: location integration, social integration and functional integration.

The studies considered Functional integration ideal equivalent to today‟s inclusion.

According to the response above there is no inclusion but social integration through special unit which is minimal as finding shows majority education managers do not have learners with hearing impairment in their regular schools. Inclusion models to assist learners with hearing impairment in their regular primary examined were: consultation, team teaching, aide service and limited pullout model. Influenced by type of placement options, models of inclusion are practicable in regular schools where learners with hearing impairment are included.in tis study there was no special unit specifically for learners with hearing impairment. Learners with hearing

69 impairment were placed with other learners with intellectually disabled where they were handled by one teacher.

As from respondents from figure 4.2 education managers the number of the respondent was the same with who had special unit 33.33% said that they were aware of models but don‟t teach in special units while majority 66.67% were not conversant with placement models as they do not handle learners with hearing impairment. This shown that inclusion practices and implementation has not been achieved in Tharaka

North sub county due in adequacy of qualified personnel to implement inclusion and advise teachers on need of including learners with hearing impairment in regular primary schools This in agreement with a report by Eastern African standard (30Th august 2002) cited in Ogolla, 2008) as an assistant minister for education Honorable

Kirmi Mwiria calling for training of many teachers to equip them with skills to handle learners in both primary and secondary schools as many teachers found in schools lacked required skills to handle special learners.

This also concurs with claim by (Republic of Kenya 2005) and (Ministry of Education

2009) that there was inadequate capacity among many teachers to teach learners with special needs and inappropriate placement of children with disabilities, in adequate supervision and monitoring of special education programs which worsen implementation of inclusive education for learners with special needs in regular primary schools. Based on the report above there is need for mandatory training on special needs on sign language at pre service and in service program. This is in line

70 with Ominde Commission (1964) which recommended learning institution to, include training on special education.

4.5. The Role of Education Administrators and Supervisors on Inclusion of

Learners with Hearing Impairment in Regular Primary schools in Tharaka north Sub-County

This research question examined different roles played by education administrators targeted in study to check whether they are implementing inclusions of learners with hearing impairment. Sub questions were asked to find out whether each role was performed effectively to cater for inclusion of hearing impaired learners in the regular primary schools as summarized by. Nwagwa (1978) being, Strategic planning, organizing school timetables and seeing the day operations, ensuring there is adequate teaching and learning resources, designing and implementing appraisals programs, planning the school curriculum with stated and implied aim of primary education, organizing supervision activities of instructional teaching, helping the teacher to grow professionally by encouraging them to attend in-service training programs, seminars and workshops. The finding from this objective was analyzed through mixed method approach quantitatively and qualitatively based on the function of administrators and supervisors as by Henly Fayol. (1925).

4.5.1 Schools Planning on Inclusion of Learners with Hearing Impairment in

Regular Primary Schools

This questions investigated the role of planning by administrators and supervisors to find whether their planning cater for inclusion of learners with hearing impairment in

71 their regular classrooms. It investigated the frequency of schools visit to check inclusion programs for learners with hearing impairment.

72.20%

22.20% 5.60% 0%

M O N T H L Y T E R M L Y ANNUALLY N O T D O N E

Figure 4.3: Planning on Inclusion of Learners with Hearing Impairment in Regular Primary Schools Data on figure 4.3 established how often the education administrators in Sub County level visits the schools to check the planning of inclusion of learners‟ special needs and those with hearing impairment in regular schools and how often other education administrators who are respondents their school is visited to find whether learners with special needs are properly planned to be included in regular primary schools. The study revealed that; Monthly (0%), Termly 1 (5.6%) Annually 4 (22.2%) and not done majority (72.2%). The findings from this questions indicate that majority 72.2% of administrators are not involved in planning of inclusion of learners with hearing impairment as they are not supervised on inclusion of learners with hearing impairment. Supervision is very essential as regards this functions as supported by

Okumbe (2000) who says that, supervision is concerns in improvement of standard

72 and quality of education and should be integral part of school improvement programs,

The fact that majority of respondent are not involved in planning for inclusion through visiting regular schools to check how learners with hearing impairment are handled in regular primary indicates that administrative and supervisory role administrators and supervisors is not effective to promote inclusion practice.

4.5.2 Workshop Seminar to Plans for Inclusion of Learners with Hearing

Impairment

This objective investigated whether the respondent is invited for the in-service seminars and workshop dealing with inclusions of learners with hearing impairment at sub county level and other levels.

Table 4.3: Workshop Seminar to Plans for Inclusion of Learners with Hearing

Impairment

Descriptions Frequency Percentages (%)

Yes 1 5.6

No 17 94.4

Total 18 100%

Table 4.3established whether education administrators and supervisors are invited for the workshop seminar by other education stake holders at the higher levels. The study established that; YES 1 (5.6%) and NO 17 (94.4 %). The finding on this questions indicate that majority of respondent are not invited for workshops and seminars to inform them on the inclusion of learners with hearing impairment in regular schools.

Only one officer who is in Education and Assessment Resource Coordinator (EARC)

In charge of the Sub County has been invited for seminar. The rest of respondent are not at all called for seminar from higher level in education system. Failure to invite education manager for workshops and seminars, hinders education manager‟s chances of acquiring more skill and knowledge which can be used to improve Supervisions of schools programs. This concurs with (Glickman. 2001) who views Supervising as improving instruction in order to improve learners learning.

According to him effective supervision requires knowledge base, interpersonal skills, and technical skills. Nwagwa (1978) also recommended that administrators need to be assisted in acquiring skills of planning the school curriculum with stated aim of organizing supervision activities of instructional activities of teaching, helping the teacher to grow professionally by encouraging them to attend in-service training programs, seminars and workshops. The observation above shows lack of seminars and workshop which are recommended for supporting inclusion of learners with special needs in regular primary schools. This further supported by Omutsani (2002) who pointed out that effort should be made by the quality assurance and standard division in ministry of education in organizing relevant in-services programmes for all teachers and head teachers in special schools where they can be enlightened and sensitized on communication approaches, sign language and even instructional materials so as to facilitate performance. Republic of Kenya2005 recommended that ministry of education through Directorate of Quality Assurance and Standard (QAS) to plan and organize seminars and workshops for SNE teachers to keep them abreast of current and immerging issues facing education.

4.5.3 Teaching Approaches for Learners with Hearing Impairment

These questions investigated how administrators and supervisors played the role of organizing their learning institutions in terms of the methods they advise the teachers or the way they instruct learners with hearing impairment.

100%

90%

80%

70%

60% 100% 50%

40%

30%

20%

10% 0% 0% 0% Sign Language Direct Instructions Total communication

Figure 4. 4: Teaching Approaches for Learners with Hearing Impairment

Data on chart 4.4 shows how teaching methods of instructions was organized to cater for learners with hearing impairment in regulars primary school the study established that; Direct method of instruction which was oral communication was used by all respondent 100% while sign language and total communicational not used.

The study direct method which is used as medium of instruction this does not benefit learners with hearing impartment as they can only learn through sign language or use of total communications. This contradicts research finding by Nwagwa (1978) who recommended instructional role of primary school head teacher as organizing school

75 timetables and seeing the day operations, ensuring there is adequate teaching and learning, appropriate use recommended mode of instruction which is use of sign language and total communication. This findings, does no concur with use appropriate mode of instruction used in instructing learners with hearing impairment suggested by

KSDC (2000), which maintains that oral, aural/oral, manual, bilingual, total communication, sign language and signed English are all communication approaches that may enhance academic performance among pupils with HI.

4.5.4 Materials Used for Assessment of Learners with Hearing Impairment in

Regular Primary Schools by Education Managers

This question investigated the materials used in the assessment of learners with hearing impairment by the respondent as it important for learners with hearing impairment to be identified early for proper placement and finding out their special needs so that they can be properly cared for through individualized education program

(IEP)

Table 4.4: Materials Used For Assessment of Learners with Hearing Impairment in Regular Primary Schools

Descriptions Frequency Percentages %

Shakers/Rattles 6 33.33%

Audiometer 0 0%

None 12 66.67%

Total 18 100%

Table 4.4. shows that the education managers who uses various materials for assessment of learners with hearing impairment in regular primary schools. It was noted that majority (66.67%) of respondent do not carry out assessment of learners on entry of school; shakers/rattles were used by minority (33.33%). These were mainly the head teachers with special unit and quality assurance and standard officers.

According to this finding, there is lack of assessment resources which are very important to determine level of hearing impairment, mode of instruction to be used, teaching and learning resources to be used as well as hearing aids to be used.

Wangechi, (2007). Recommended that, learners who are hard of hearing require hearing aids while those who are totally deaf will require digitals aids and equipment.

The observation also concurs with Bunyasi (2010) who reveals that there is inadequacy of resources in Kenyan schools for learners with HI such as assistive devices due to lack of spare parts. Administrators and supervisors need to be well equipped with assessment resources, skills, as well as appropriate resources to support learning of learners with hearing impaired.

4.5.5 Assessment of Learners with Hearing Impairment in Tharaka North Sub

County.

This question investigated on the frequency of how often the respondent carries out the assessment in their institutions. The finding from the question how often the assessment of learners with hearing impairment are assessed in regular primary schools. In Tharaka North Sub County revealed that assessment is never done weekly by any respondent, never done by thirteen respondent representing (72.2%) in a. term is done by four (22, 22%) and by monthly done by one (5.6%). The assessment of

77 learners with hearing impairment is very important it should be done whenever there is new admission particularly at the beginning of the term. Majority of respondent 72,

2% do not carry out assessment of learners with hearing impairment in regular primary school as recommended by Republic of Kenya (2005) that education managers among their main role is supervision, advisory and giving feedback after assessment through reports and to ensure curriculum maintenance and implementation.

4.5.6. Inclusion of Learners with Hearing Impairment in Regular Primary School

This question investigated on coordination of inclusion of learners‟ with hearing impairment by the respondent. It investigated whether the respondents who were administrators in school performs the roles of coordinating and controlling the school programs

Table 4.5 Inclusion of Learners with Hearing Impairment in Regular Primary

Descriptions Frequency percentages %

YES 3 16.67%

NO 15 83.33%

Total 18 100

Data on table 4.5 shows that the inclusion of learners with hearing impairment from sample was YES 3 (16.67%) and those who don‟t include learners with hearing impairment was at 15 (83.33%). This question investigated whether education managers coordinates the inclusion of learners with hearing impairment in regular primary schools. The majority of respondent indicated that 83.33% they do not include

78 learners with special need in their regular schools. They gave communication barriers as the major problem hindering their inclusion, the administration and supervision needs to emulate Burns (1938) which advocate that administrators and supervisors need to be transactional leader by being dynamic and taking parts in bringing intended change. They should also be transformational where they need to play role of examining and searching for the needs of others. In this regard, teachers/administrator need to be visionary and agent of change, Inclusion cannot fully be achieved if administrator is not part of change.

4.5.7. Measures Put in Place to Ensure Full Inclusion of Learners with Hearing

Impairment in Regular Schools

These questions examined the effort by the respondent to initiate the inclusion of learners with hearing impairment through attending in services seminar to basic sign language.

Table 4.6 Measures Put in Place to Ensure Full Inclusion of Learners with

Hearing Impairment in Regular Schools

Descriptions Frequency Percentages %

In service training in sign language 1 5.6%

No effort made to train 17 94.4%

Total 18 100%

Table 4.5 shows that majority (94.4%) have not put any measure to get knowledge of assisting learners with hearing impairment. only (5.6%) has made some effort of

79 getting in service training on sign language As observed from the data there is very little effort put by administrators to acquire knowledge through in-service training as it shown by 5.6% as compared to 94.4% of administrators who do not attend in-service training as way of improving inclusion of learners with hearing impairment in regular primary school. In-service training is important to ensure that head teachers and quality assurance and standard learn new skills and knowledge to enable them plan, organize, coordinate and control implementation of inclusion of learners with hearing impairment in their regular primary schools.

In support to this, Wango (2001) on his paper presented to the task force on the realignment of education system to the new constitution recommended that the ministry responsible of education should be in charge of education administration that performs coordination and supervising roles. In addition there should be a senior education officer preferably County Director of Education (CDE) in change of education in the county whereas parent and community should be more empowered.

4.5.8 Monitoring and Evaluation of Inclusion of Learners with Hearing

Impairment is Carried Out in Tharaka North Sub County

This question investigated how often the respondent carried out monitoring and evaluation inclusion of learners with hearing impairment in regular schools. The findings revealed that in-service seminars to sensitize administrators and supervisors on use of sign language as medium of instruction was not done by majority of respondent (83.33%). It was done by a few respondent (16.67%) and never done by any respondent weekly and monthly.

These findings indicate that there is total failure on monitoring implementation on inclusion as majority of respondent 83.33% are never sensitized on inclusion this could be due to lack of concern. This is supported by (Republic of Kenya 2005) where ministry of education identified a number of factors affecting the quality of teaching forces in the country, and listed number of factors which includes, the fact that some teachers took teaching career as the last and only available option.

Others were trained or selected to join teaching not in the area of their interest but where vacancies existed as lack of comprehensive teacher in-service programs and lack of implementing quality assurance mechanism to monitor quality of education

(MOE, 2004).The finding established there was lack of sensitization seminars which are essential in promoting networking and acquiring knowledge on how they can improve inclusion of learners with hearing impairment. Education managers have role to coordinate and plan for capacity building seminar through community sensitization this enhances inclusivity and net working as a way achieving objective of inclusion of learners with hearing impairment in regular primary schools. This also supported by

Otube (2004) on the importance of networking as strategy to achieve inclusion of learners with hearing impairment. In support to this Campbell (1968) recommend head teachers to plan organize the inclusion of the child with hearing impairment with child at the center.

4.6. Challenges Encountered By Administrators and Supervisors in

Implementing Inclusion of Learners with Hearing Impairment in Tharaka North

Sub County.

Challenges encountered by administrators and supervisors as they play their various roles was presented through closed and open ended questions, responses from the respondent were thematically analyzed using qualitative and quantitative approach

.Most common challenges were classified and analyzed according to specific administrative role as reviewed in the literature.

4.6.1 Challenges Arising from Planning of Inclusion Practice of Learners with

Hearing Impairment

These questions sought to establish the planning on training of administrators and supervisors (managers) on sign language as medium of instruction for learners with hearing impairment, planning of in-services courses and seminar on teaching and inclusion of learners with hearing impairment, and whether there was planning on how they can get support from NGOS, and KICD.

The study revealed that (94.4%) were not trained on sign language while only 5.6% were trained in sign language. According to this finding there is high level lack personnel‟s trained in sign language which is the major medium as instructions for learners with hearing impairment as shown that majority of respondent are not able to instruct learners with hearing impaired learners Included in regular schools. This observation revealed high level of inadequate and understaffing of administrators and supervisors trained on sign language who can support inclusion of learners with hearing impairment in regular primary schools in Tharaka North Sub County.

UNICEF (2003) advocated for the training of general teachers at pre-service and in- service levels should address the issue of education of children with special needs, so that teachers are better equipped to work in an inclusive environment.

Training strength administrators and supervisors role of appropriate planning which ensures that teachers are supported in inclusive schools. On questions of attending in- service seminars and getting support from NGOS and KICD to Improve on inclusion of learners with hearing impairment the response from all eighteen respondents

(100%) showed that they have never been invited for seminar or got any support from

NGOS and KICD. This shown lack of implementation of inclusion of learners with special need approach as it was recommended by the presidential working policy and man Power training for the next decade and behold (1988).

Kamunge (1988) reported that media and national program be used more intensively to create public awareness of the needs of people with disability (PWD It also suggested intersectional collaboration at the District level involving medical personnel‟s and extension worker being trained to work with (PWDS) at community level. Challenges of lack of personnel‟s trained in hearing impairment and lack of in serve seminars and workshop was also noted by Idol and West (1987), Alper, (1995).

On challenges pertaining teachers‟ qualification and training, literature has revealed inadequate personnel training programs and shortage of teachers as some of the enormous global challenges facing the education sector in developing countries. As cited by research by UNESCO (2007), lack of proper planning of training teachers on sign language is the appropriate mode of instruction for learners with hearing

83 impairment leading to poor staffing of regular primary school hence, threatening the inclusion of learners with hearing impairment in regular primary schools.

This agrees with a study carried by Kalabula and Mandyata (2003) and (Katwishi

(1988) on inclusive practices in Zambia which found out that there were no special teachers in most of institutions to provide important and advisory services that would assist ordinary teachers to manage learners with special needs included in regular schools. It is true that the reflection of this challenge was a major challenge to inclusion of learners with hearing impairment and regular primary schools in Tharaka

North Sub County as supported by report by Eastern African standard (30Th August

2002).

It also concurs with claim by (Republic of Kenya 2005) and (Ministry of education

2009) which pointed out that there was in adequacy capacity among many teachers to handle learners with special needs and in appropriate placement of children with disabilities, in adequate supervision and monitoring of special education programs which worsen implementation of inclusive education for learners with special needs in regular primary schools.

4.6.2. Challenges arising from Organizing of Inclusion Practice for Learners with

Hearing Impairment.

This question investigated how often the education mangers put effort to overcome challenges of inclusion of learners with hearing impairment in regular primary schools in Tharaka North Sub County. Various inclusion frequency of practices suggested to improve inclusion of learners with hearing with each rated as ; Termly, Monthly,

Annually and Never done. The findings revealed that; Community sensitization and creating awareness on inclusion was never done either monthly or termly, by majority

(83.33%) and annually done by a few (16.67%). Networking and collaboration with ministry and NGOs was never done either monthly or termly, majority (88.89% while only (11.11%) did it annually. Inspection on implementation of inclusion education of learners with special needs was never done either monthly or termly by 17

(88.89%)and done annually by one respondent representing 11.11%.The finding from this respondent indicates that despite having few learners with hearing impairment included in regular schools in special units administrators and supervisors are not prepared for implementing inclusion of learners with hearing impairment, which can be fully achieved through; administrators and supervisors playing the role of;

Community sensitization and creating awareness on inclusion, Networking and collaboration with ministry and NGOs, Inspection on implementation of inclusion education of learners with special needs and training on use of sign language as medium of instruction of learners with hearing impairment. This concurs with republic of Kenya (2003) which shown that; directorate which is concerns in quality assurance and standard, coordinating and controlling, suffers from in adequate human resource to enable it to effectively deliver services.

4.6.3 Challenges arising from Monitoring and Evaluation of Implementation of

Inclusion of Learners with Hearing Impairment in Tharaka North Sub County

This question tested on how frequency the coordination and controlling was used to supervise the inclusion of hearing impaired learners in regular primary schools in the sub county.

Table 4.7: Supervision of Inclusion of Learners with Hearing Impairment was

Carried out in their Schools

Description Frequency percentages % Monthly 0 0% Termly 1 5.5% Annually 4 22.2% Not done 13 how often 72.2% Total 18 100%

The finding from this question as shown indicated that coordination and controlling of inclusion of learners with hearing impaired was not done by majority (72.2%) annually done by only a few (22.2%) and termly done by only (5.6%). This shows that there is total lack of control and coordination of inclusion of learners with hearing impairment in regular primary schools as shown from the previous finding in this study, which shows of lack of administrators trained I hearing impairment as only 5.6

% of respondent were trained on hearing impairment. This is was also noted by,

Okembo ,Wanga and Karugu (1992) that number of inspectors are highly in adequate, on the issu3s of Coordination and controlling in regular primary schools in terms of; coordination and controlling. To effectively coordinate and control inclusion of learners with hearing impairment, trained and qualified personnel in special needs must be adequate so as to perform their supervisory role as the government policy, the

Director of Quality Assurance and standards (DQAS) ensures that learners with special needs including those with hearing impairment, get quality education through regular inspections, as well as being in charge of different areas of special needs in

86 education.This in concurrence with MOE, (2006) which maintained that school catering for learners with special needs in education should be subject to supervision.

4.6.4 Impact of Challenges Affecting Administrators and Supervisors in

Implementing Inclusion of Learners with Hearing Impairment in Regular

Primary School

This objective examined the extent of how selected challenges affected administrators and supervisors strategies for inclusion practices of learners with hearing impairment

Tharaka North Sub County. Each challenges was examined in its own merit and thematically coded. The finding revealed that; Education administration training on hearing impairment was critical where those very much affected was 17 (88.89%) and

Not much affected was 1 (11.11%). Negative attitudes Not much affected were 12

(67.67%) and very much affected were 6 (33, 33%). Communication barrier Very much affected were 17 (88.89%) while not much affected was only (11.11%).

Inadequate assessment materials all (100%) were affected, and in adequate networking and collaboration Very much affected majority (88.89%) and not very much was a few

(11.11%).

From this finding, it can be concluded that there several challenges which hinders administrators and supervisors to implement inclusion of learners with hearing impairment in regulars schools. This supported by the actual finding all the barriers affected them by more than 60%.

4.6.5 Measures that Government can put in Place to ensure full Inclusion of

Learners with Hearing Impairment in Regular Primary Schools

This was open ended question which was meant to establish the respondent opinions on what the government can do achieve full inclusion of learners with hearing impairment in regular primary schools in Tharaka North Sub County, Majority of the respondent responded that:

The government should make sign language compulsory in teachers training colleges.

Staff all primary schools with at least one teacher who can communicate with sign language, and give teachers trained in sign language special allowance even if not in unit” All respondent suggested that, sensitization of the community on the important of including learners with hearing impairment in regular primary schools.as well as

Initiating networking and collaboration with NGOS Ministry of education and other well-wishers.

CHAPTER FIVE

SUMMARY, RECOMMENDATION AND CONCLUSSION

5.1 Introduction

This chapter presents the summary of the research findings, conclusions and recommendations The research finding are summarized according to objectives of the study, conclusions and recommendation based on each objective. Further suggestions on the area of study are also given as a way of opening more research to improve inclusion of learners with hearing impairment in all sectors of the society.

5. 2 Summary of Findings

The summary of research on impact of administration and supervision strategies on inclusion of learners with hearing impairment on regular primary schools in Tharaka

North Sub County Tharaka Nithi County has been drawn from research objectives.

The objectives of study were:

i. Establishing the level of training of education administrators and supervisors

on special needs education;

ii. Find out number of Education managers trained on different area of special

needs iii. Identifying inclusion placement options and models for learners with special

needs in regular primary schools; iv. Investigating the role played by education administrators and supervisors in

inclusion of learners with hearing impairment in regular primary schools;

v. Analyzing the education administration and supervision challenges faced by

administrators and supervisors in implementing inclusion of learners with

hearing impairment in regular primary schools.

Literature revealed noted that, level of training and qualification of education managers in special need is very important to implement the inclusion of learners with special needs in regular primary schools. Inclusion was noted to be the best placement options for learners with hearing impairment in regular primary schools while models of inclusion were noted to be very effective in promoting functional inclusion as the needs of learners with hearing impairment are well met in inclusive setting.

The roles of administrators and supervisors were noted to be very crucial in achieving inclusion of learners with hearing impairment as they key implementers‟ of inclusion policy. The literature hover noted several challenges which range from under performance of administrative and supervisory roles, low level of qualification and training to handle learners with hearing impartment in regular primary schools and of use of inclusion placement option and models in regular primary schools. The study employed descriptive survey design though use of mixed method to collect and analyze the data got from the two instruments, interview guide and questionnaire.

Frequency tables, percentages and charts were used to analyze quantitative data while descriptive was used to present qualitative data. The summary of research finding is based on each objective.

5.2.1 Level of Training of Education Administrators and Supervisors on Special

Needs Education

The study revealed that majority of education managers had low level of training where the highest number did not meet qualification to hold administrative position as it is the government requirement for one to be administrator and supervisor must be a graduate.

5.2.2 Number of Administrators and Supervisors Trained in Different Areas of

Special Needs

The study revealed that there were very few education managers trained in special needs education. Majority of education managers were not trained in specials needs.

The number of administrators and supervisors trained in the area of hearing impairment compared to other area of special needs only was very a few.

5.2.3 Placement Options and Models for Learners with Hearing Impairment

The study revealed that placement options for learners with hearing impairment in inclusion was not in Tharaka North Sub County as some administrators and supervisors placed their learners with hearing impairment in special units, while majority of administrator‟s had no room for hearing impaired learners in their regular primary schools. Inclusion models of, Consultation, Team teaching; Aide service and limited pull out were never used administrators and supervisors.

5.2.4 The Role Played by Education Administrators and Supervisors in Inclusion of Learners with Hearing Impairment in Regular Primary Schools

The role of education administrators and supervision on inclusion of learners with hearing revealed they were under performed. .Planning of inclusion of learners with hearing impairment in regular classroom was inadequate as majority of respondent had never been involved in planning of inclusion of learners with hearing impairment in regular primary schools. Workshop seminar on inclusion of learners with hearing impairment at Sub County level and other levels were not done. Organizing of instructions, assessment and the materials to be used in the assessment of learners with hearing impairment was not carried out. Coordination and controlling through supervision of inclusion of leasers with hearing impairment in regular primary schools, and measures to improve inclusion through attending in-service seminars and workshop and community sensitization neither was nor tarried out.

5.2.5 Administration and Supervision Challenges Faced by Administrators and

Supervisors in Implementing Inclusion of Learners with Hearing Impairment in

Regular Primary Schools

Finding on challenges encountered by education administrators and supervisors in inclusion of learners with hearing impairment in regular primary schools revealed that there was inadequate planning of inclusion of learners with hearing impairment in regular primary schools as; majority of administrators and supervisors (respondent) were not trained in sign language which is medium of instructions for learners with hearing impairment, There was lack of support from NGO and KICD who are major education partners and community sensitization to create awareness on inclusion,

There was inadequate networking and collaboration with ministry and NGOs and inadequate inspection on implementation of inclusion education of learners with special needs. Coordination and controlling through supervision and monitoring of inclusion of learners with hearing impairment in regular schools was Inadequate while learning and support materials, communication barrier, inadequate assessment materials and networking and collaboration were major challenges.

On the measures, the government should put in place so as to ensure full inclusion of learners with hearing impairment in regular primary school in Tharaka North Sub

County, The respondent suggested; Sign language to be made compulsory in teachers training colleges. Staffing all primary schools with at least one teacher who can communicate with sign language, giving all teachers trained in sign language special allowance even if not in unit, Sensitization of the community on the important of including learners with hearing impairment in regular primary schools. Providing all the schools with assessment and hearing aids materials and Initiate networking and collaboration with NGOS Ministry of education and other well-wishers

5.3 Conclusion

The conclusion of this study is based on research finding Majority of administrators and supervisors in the study had low qualification to handle administrative and supervisory roles as most of them were not graduate while majority are not trained in sign language to be able to implement inclusion of learners with hearing impairment effectively. There was lack of inclusion placement option and models for learners with hearing impairment in regular primary schools the role of administrators and supervisors in inclusion of learners with hearing impartment were inadequately

93 performed while administrators and supervisors were faced with several challengers which were communication barrier and inadequate performance of administrative and supervisory roles.

5.4 Recommendation from Research Findings

On the strength of the main finding and conclusions discussed above, a number of recommendations have been made based on the study objectives, to strength and improve Impact of administration and supervision strategies on inclusions of hearing impairment learners in regular primary schools in Tharaka north Sub County. The researcher recommends the following; the government of Kenya and other stake holders should,

(i) Level of training of education managers on special needs education

. The government of Kenya through ministry of education and teachers service

commission should ensure that administrators and supervisors In management

position are well qualified with a minimum of degree and those who do not

meet to be advised to enroll in school based program,

. Ministry of education in conjunction with teachers service commission to

introduce compulsory in serve training for education managers on sign language

so that they are able to understand the needs of learners with hearing

impairment when included in regular primary schools

. Introducing sign language as compulsory and examinable subject at all primary

teacher training institutions by Kenya examination council at all level of

learning.

(ii) Placement options and models for learners with hearing impairment

. Ensure there is early identification of learners with hearing impairment through

assessment by Sub county Education Assessment Resource Coordinator (EARC)

. Introduce compulsory in service seminars and workshop for all education

managers from national level to sub county to address inclusion of learners with

hearing impairment and how placement options and models benefit the learners

with hearing impairment

(iii)The role played by education administrators and supervisors in inclusion of learners with hearing impairment in regular primary schools

Introduce in-services training and workshops for administrators and supervisors on managerial skills and their roles in implementing inclusive education policy in regular primary schools

(iv)Administration and supervision challenges faced by administrators and supervisors in implementing inclusion of learners with hearing impairment in regular primary schools

. Provide assessment and learning resources to primary schools by Kenya instate of

curriculum development ( KICD)

. Start monitoring and evaluation mechanism by ministry of education official from

national to school level with termly report given on the progress of inclusion of

learners with hearing impairment in regular primary schools.

. Ministry of education through teachers service commission to provide special

allowance for teachers trained in sign language even if is not special school or in

units.

. NGOS and KICD to improve their collaboration and networking by working with

school administrators to inclusion of learners with hearing impairment.

. Introduce community based seminars through NGO ministry of education to

create awareness of inclusion of learners with hearing impairment at school every

term.

5.5 Suggestion for Further Research

From this study, other studies can be done since the study was carried out in Tharaka

North Sub County in Tharaka Nithi, the same study can be carried in other Sub

Counties in Kenya. Further research can be carried on the following topics

. Factors hindering teaching of sign language in primary school training colleges

. Impact of education policy on inclusion learners with hearing impairment in

regular primary schools

. Attitudes of education managers towards inclusion of learners with hearing

impairment in regular primary schools

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APPENDICES

Appendix A: Research Proposal Interview Guide for Sub County Education

Officers and Zonal Curriculum Support Officers

My name is Mpaku Mukire Julius a post graduate student at Kenyatta university pursuing Masters of education in (Administration and supervision in regular and special education) I am conducting a study on the Impact of administration and supervision strategies on inclusion of learners with hearing impairment in regular schools in Tharaka Nithi county Kenya The research will be based on Tharaka North sub county. With your honest response the key policy implementers will have the right information on how they can support the inclusion of learners with hearing impairment.

1 Part A: Background information of the sub county (Answer the questions appropriately)

(a ) What is the enrolment of your Sub County (i) pupils‟ boys------Girls------

Total------?(ii) Teachers Female ------Male------Total------

(b) (I) What is the total enrolment of learners with special need in various category.

(i) Hearing impaired ( ) (ii) visually impaired (iii) intellectually disabled ( ) (iv)

Physically challenged ( )

2, Part B: Level of training of education administrators

4 What is your highest level of Education?

(i) M,Ed ( )

104

(ii) B,Ed ( )

(iii) Diploma ( )

(iv) Any other ------

3 Part C, Number of education managers trained on special needs

(1) Are you train on special needs education 1 YES 2 NO if yes which area

(ii) How many teachers are trained on hearing impairment in your Sub county

Male------female------total------?

4 Part D: Placement models for learner with hearing impairment

(i) Which of the following placement option for learners with hearing impairment do use in schools (a) special units (b) Inclusion (c) None

(ii) How often do you use the following models of inclusion (A always B, sometimes

C never use any)

A B C (a) Consultation model

(b) Team teaching model

(d) Limited pullout services

105

5 Part E. The role of administrators and supervisors (Managers) in inclusion of

learners with hearing impairment

5.1 Planning

(i) How often do you plan to visit the schools check whether learners with –hearing impairment are handled well in regular schools (a) monthly (b) termly (c) annually (d) not done

(ii)Do education administrators in your county call you for workshop on inclusion of learners with hearing impairment at County level? (a) YES ( ) (b) NO (

If no what do think is the problem?------

------

5.2 Organizing.

i. What teaching approach does your District put in place to ensure that hearing

impaired learn are well catered? (a)use of sign language (b) Direct

instruction (c) Total communication

ii. What assessment resources do have in your sub county for assessing learners

with hearing impairment for placement?------iii. how often is assessment carried for (a) weekly (B) Monthly (c) Termly

------

5. 3 Communication;

Do you instruct your learners with hearing impairment in your regular class room using sign language? (A) YES (B) NO

106

5.4 Coordination

As Administrators and supervisors of inclusion of learners with hearing impairment in your District what measures have you put in place to ensure there is full inclusion of hearing impaired learners? ------

5.5 Monitoring and evaluation

i. how often do you ensure that the policy of inclusion of learners with hearing

impairment are well included in regular class rooms (a) Monthly (b)Termly

ii. Do teachers have individualized education program for learners (IEP) (a)

YES ( ) NO if yes how many?

6 Part F. Administration and supervision challenges in inclusion of learners with hearing impairment regular primary schools

6.1 Planning

i. Do education administrators and supervisor plan for training on sign language

in their initial training? (a)YES ( ) (b) NO ( )

ii. Do you have adequate resources for handling learners with hearing impairment

in your regular schools? (a) YES ( ) (b) NO

6.2 Organizing

i. Do you attend in service courses on teaching and inclusion of learners with

hearing impairment in your sub county? (a) YES ( ) (b) NO ( )

ii. (How often do you organize to use the following strategies to overcome

challenges to inclusion of learners hearing impairment in your schools

107

- Community sensitization and creating awareness on inclusion

- Training on curriculum adaptation and modification.

- Networking and collaboration with ministry and NGOs

- Inspection on implementation of inclusion education inspection of inclusion of

learners with special needs.

- Termly 2. Monthly 3. Annually 4. Not done

6.3 Coordination

i. How often do you coordinate with NGOS, KSDC, on inclusion of learners

with hearing impairment in your sub county? (a)Always (b) rarely (c) Never ()

6.4 Monitoring and evaluation

i. How often do you carry out monitoring and evaluation of inclusion of learners

with hearing impairment in your regular schools? (Tick one) (a) Monthly ( )

(b) Termly (c) annually (d) Not done ( )

ii. How does the following challenges, affect you as Administrator and supervisor

in inclusion of learners with hearing impairment? (Check one) (a)Very much

[ ] (b) much [ ] (c) Not much[ ]

(a) Education administrators training on hearing impairment

(b) Negative attitudes towards inclusion

(d) Inadequate assessment resources

(e) Inadequate networking and collaboration

(f) Communication barriers

108 iii. What measures do you think Government can put in place so as to ensure

Administrative and supervisory challenge are eliminated to ensure inclusion

of hearing impairment in regular primary schools ?------

109

Appendix B: Head Teachers Interview Guide For Schools With Special Units

My name is MpakuMukire Julius a post graduate student at Kenyatta university pursuing Masters of education in (Administration and supervision in regular and special education) I am conducting a study on the Impact of administration and supervision strategies on inclusion of learners with hearing impairment in regular schools in Tharaka Nithi county Kenya The research will be based on Tharaka North sub county. With your honest response, the key policy implementers will have the right information on how they can support the inclusion of learners with hearing impairment.

1 Part A Background information of the sub county (Answer the questions

appropriately)

(a)What is the enrolment of your school (i) pupils‟ boys------Girls------Total---

(ii) Teachers Female ------Male------Total------

(b) (i)What is the total enrolment of learners with special need in various category (i)

Hearing impaired ( ) (ii) visually impaired (iii) Intellectually disabled ( )

(iv)Physically challenged ( )

2. Part B Level of training of education administrators

2 What is your highest level of Education?

5 M,Ed ( )

6 B,Ed ( )

110

7 Diploma ( )

(IV) Any other ------

3 Part C, Number of education managers trained on special needs

(2) Are you train on special needs education 1 YES [ ] 2 NO[ ] if yes which area

(ii) How many teachers are trained on hearing impairment in your Sub county

Male------female------total------?

4 Part D Placement models for learner with hearing impairment

i. Which of the following placement option for learners with hearing impairment

do use in schools (a) special units (c) Inclusion

ii. How often do you use the following models of inclusion (A always B,

sometimes C never use any)

A B C

a) Consultation model

b) Team teaching model

c) Aide service model

d) Limited pullout services

5 Part E. The role of administrators and supervisors (Managers) in inclusion of

learners with hearing impairment

111

5.1 Planning

(i) How often do you plan to visit the schools check whether learners with –hearing impairment are handled well in regular schools (a)Monthly (b) termly (c) annually (d) not done

(iii)Do education administrators in your county call you for workshop on inclusion of learners with hearing impairment at County level? (a) YES ( ) (b) NO (

If no what do think is the problem?------

------

5.2 Organizing.

i. What teaching approach does your District put in place to ensure that hearing

impaired learn are well catered? (a)use of sign language (b) Direct

instruction (c) Total communication

ii. What assessment resources do have in your sub county for assessing learners

with hearing impairment for placement?------iii. How often is assessment carried for (a) weekly (B) Monthly (c) Termly

5.3 Communication;

Do you instruct your learners with hearing impairment in your regular class room using sign language? (A) YES (B) NO

112

5.4 Coordination

5.5 Monitoring and evaluation

i. How often do you ensure that the policy of inclusion of learners with hearing

impairment are well included in regular class rooms (a) Monthly (b)Termly

ii. Do teachers have individualized education program for learners (IEP) (a)

YES ( ) NO if yes how many?

6Part F. Administration and supervision challenges in inclusion of learners with hearing impairment regular primary schools

6.2 Planning

i. Do education administrators and supervisor plan for training on sign language

in their initial training? (a)YES ( ) (b) NO ( )

ii. Do you have adequate resources for handling learners with hearing impairment

in your regular schools? (a) YES ( ) (b) NO

6.2 Organizing

i. Do you attend in service courses on teaching and inclusion of learners with

hearing impairment in your sub county? (a) YES ( ) (b) NO ( )

ii. How often do you organize to use the following strategies to overcome

challenges to inclusion of learners hearing impairment in your schools?

113

- Community sensitization and creating awareness on inclusion

- Training on curriculum adaptation and modification.

- Networking and collaboration with ministry and NGOs - Inspection on implementation of inclusion education inspection of inclusion of

learners with special needs.

1. Termly [ ] 2. Monthly [ ] 3. Annually [ ] 4. Not done[ ]

6.3 Coordination

i. How often do you coordinate with NGOS, KSDC, on inclusion of learners

with hearing impairment in your sub county? (a)Always (b) rarely (c) Never ( )

6.4 Monitoring and evaluation

i. How often do you carry out monitoring and evaluation of inclusion of learners

with hearing impairment in your regular schools? (Tick one) (a) Monthly ( )

(b) Termly (c) annually (d) Not done ( )

ii. How does the following challenges, affect you as Administrator and supervisor

in inclusion of learners with hearing impairment? (Check one) (a)Very much

(b) much (c) Not much

1) Education administrators training on hearing impairment

2) Negative attitudes towards inclusion

3) Inadequate learning and support material

4) Inadequate assessment resources

5) Inadequate networking and collaboration

6) Communication barriers

114

(iv)What measures do you think Government can put in place so as to ensure

Administrative and supervisory challenge are eliminated to ensure inclusion of hearing impairment in regular primary schools ?------

115

Appendix C: Questionnaire For Head Teachers In Schools Without Special Units

1 Part A Background information of the sub county (Answer the questions appropriately)

(a)What is the enrolment of your School (i) pupils‟ boys------Girls------Total--

(ii) Teachers Female ------Male------Total------

(b) (i)What is the total enrolment of learners with special need in various category (i)

Hearing impaired ( ) (ii) visually impaired (iii) intellectual disabled ( )

(iv)Physically challenged ( )

Part B Level of training of education administrators

2 What is your highest level of Education?

8 M,Ed ( )

9 B,Ed ( )

116

10 Diploma ( )

(IV) Any other ------

3 Part C, Number of education managers trained on special needs

(3) Are you train on special needs education 1 YES 2 NO if yes which area

(ii) How many teachers are trained on hearing impairment in your Sub county

Male------female------total------?

4 Part D Placement models for learner with hearing impairment

i. Which of the following placement option for learners with hearing impairment

do use in schools (a) special units (c) Inclusion

ii. How often do you use the following models of inclusion (A always B,

sometimes C never use any)

A B C

a) Consultation model

b) Team teaching model

c) Aide service model

d) Limited pullout services

6 Part E. The role of administrators and supervisors (Managers) in inclusion of

learners with hearing impairment

117

5.1 Planning i. How often do you plan to visit the schools check whether learners with –

hearing impairment are handled well in regular schools (a)monthly (b) termly

ii. (iii)Do education administrators in your county call you for workshop on

inclusion of learners with hearing impairment at County level? (a) YES ( ) (b)

NO (

If no what do think is the problem?------

------

5.2 Organizing.

i. What teaching approach does your District put in place to ensure that hearing

impaired learn are well catered? (a)use of sign language (b) Direct

instruction (c) Total communication

ii. What assessment resources do have in your sub county for assessing learners

with hearing impairment for placement?------

iii. How often is assessment carried for (a) weekly (B) Monthly (c) Termly

5.3 Communication;

Do you instruct your learners with hearing impairment in your regular class room

using sign language? (A) YES (B) NO

118

5.4 Coordination

5.5 Monitoring and evaluation

i. how often do you ensure that the policy of inclusion of learners with hearing

impairment are well included in regular class rooms (a) Monthly Termly (c)

annually, (d) Not done

ii. Do teachers have individualized education program for learners (IEP) (a)

YES ( ) NO if yes how many?

6Part F. Administration and supervision challenges in inclusion of learners with hearing impairment regular primary schools

6.3 Planning

i. Do education administrators and supervisor plan for training on sign language

in their initial training? (a)YES ( ) (b) NO ( )

ii. Do you have adequate resources for handling learners with hearing impairment

in your regular schools? (a) YES ( ) (b) NO

6.2 Organizing

i. Do you attend in service courses on teaching and inclusion of learners with

hearing impairment in your sub county? (a) YES ( ) (b) NO ( )

ii. How often do you organize to use the following strategies to overcome

challenges to inclusion of learners hearing impairment in your schools?

119

- Community sensitization and creating awareness on inclusion

- Training on curriculum adaptation and modification.

- Networking and collaboration with ministry and NGOs

- Inspection on implementation of inclusion education inspection of inclusion of

learners with special needs.

1. Termly[ ] 2. Monthly[ ] 3. Annually [ ] 4. Not done[ ]

6.3 Coordination i. How often do you coordinate with NGOS, KSDC, on inclusion of learners with

hearing impairment in your sub county? (a)Always (b) rarely (c) Never ( )

6.4 Monitoring and evaluation

i. How often do you carry out monitoring and evaluation of inclusion of learners

with hearing impaiment in your regular schools? (Tick one) (a) Monthly ( ) (b)

Termly (c) annually (d) Not done ( )

ii. How does the following challenges, affect you as Administrator and supervisor

in inclusion of learners with hearing impairment? (Check one) (a)Very much

(b) much (c) Not much

i. Education administrators training on hearing impairment

ii. Negative attitudes towards inclusion iii. Inadequate learning and support material iv. Inadequate assessment resources

v. Inadequate networking and collaboration vi. Communication barriers

120 iii. What measures do you think Government can put in place so as to ensure

Administrative and supervisory challenge are eliminated to ensure inclusion

of hearing impairment in regular primary schools ?------

------

121

Appendix D: Approval of Research from Graduate School

122

Appendix E: Research Authorization from NACOSTI

123

Appendix F: Research Permit from NACOSTI

124

125

Appendix G: Authority From Ministry of Interior of National Government

Tharaka Nithi County

126

Appendix H: Authority From County Director Of Education Tharaka Nithi

County

127

Appendix I: Training Schedule for Research Assistant

DATE ACTIVITY AREA

WEEK 2 JAN 2018 The researcher to meet the At researchers working

research assistance to brief station

him on the questionnaires

and plan when to take

them to various school

Week 2 day 2 Take questionnaires to Schools in Mukothima and

sampled schools in Kanjoro zone

Mukothima zone

Week 2 day 3 Tke questionaires to Sampled schools in the

Gatunga and Maragwa two zones

zone

January week 4 Collect questionnaire from From sampled schools in

sampled education four zones

managers

128