CHALLENGES FACED BY VISUALLY IMPAIRED LEARNERS IN ONGATA RONGAI ZONE - DISTRICT -

BY GUNYANYI ONZIRU RHODA BED/ 18605/71/DF ------

A RESEARCH SUBMITTED TO THE INSTITUTE OF OPEN AND DISTANCE LEARNING IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THEAWARD OF THE BACHELORS DEGREE IN EDUCATION (SNE) OF KAMPALA INTERNATIONAL UNIVERSITY

NOV. 2009 DEDICATION

I Rhoda Onziru Gunyanyi hereby dedicate this research report to my beloved. . husband Mr. Danson Jumba, daughters Nancy Doresi and Leah Kadenyi.

i DECLARATION

I Gunyanyi Onziru Rhoda hereby declare that this proposal is my own work. where the work has been lifted from other authors I have acknowledged with due respect.

Signature : ....~l ......

Name

1 Date ...... I':i": 1...... -- o&- ;;1.00 9 .

ii ------~ - -~ -- =- ~- -- _-_ ------= ------

APPROVAL This work has been submitted with my approval as the student's supervisor.

iii ACKNOWLEDGEMENT

Completion of this work is as a result of both explicit and support of many people to whom L.?~e -~<:~owledgement. First I thank God for the protection and strength towards the completion of this dissertation and the entire programme at large.

In a very special way, I lengthen my thanks to my supervisor Mr. Ssemugedu for his guidance, dedicated attention, suggestions, advice and encouragement that sustained my motivation to accomplish this research.

More thanks goes to my headteacher Mrs. Kipkorer, Husband Jumba, Daughter Leah, my brother Kasavuli and colleagues in Primary School for their moral support which helped me in one way or another in this study and my course at large. I am grateful for their encouragement and understanding they accorded to me during the course of this programme. I extend my special thanks to my husband who helped me financially and took care of our beloved daughters Doresi and Kadenyi as I went for studies.

May God bless you all.

IV ABSTRACT

This study was carried out to analyze the challenges that teachers face in teaching the visually impaired learners in Ongata Rongai zone in Kajiado District, Kenya and this was used as a case study. Data was collected through the use of interviews accompanied by observation and questionnaires.

The study involved a sample of 70 respondents that is 50 teachers and 20 pupils. 8 teachers from each school and 3 pupils from each school while Kiserian Primary was represented by 5 pupils and 10 teachers. All these were involved in the school curriculum activities at different levels.

The study found that assistive materials help pupils with visual impairment to easily access education. The study also found out that people living in Kajiado District are more vulnerable to trachoma because of the untidy living environment with a lot of flies around. It was also discovered that children with visual impairment cannot be assisted by any regular teacher unless the teacher is SNE compliant.

It was concluded that all teachers should get SNE training, Adaptive materials should be made available and high clean environment standards should be maintained. There was need for bores to be drilled for the community to access water for domestic use and their large herds. This then results to collaboration and networking of all stakeholders who include the parents, teachers learners government, social workers, paramedics and NGOs

V TABLE OF CONTENTS

Dedication...... 1 Declaration ...... ii Approval ...... iii Acknowledgement...... iv Abstract ...... v Table of content ...... vi

CHAPTER ONE ...... 1 1. 0 introduction ...... 1 1.1 Background to the study ...... 1 1.2 Statement of the problem ...... 2 1. 3 Purpose of the study...... 3 1.3.lGeneral objective ...... 3 l.3.2Specific Objective ...... 3 1.4 Research questions ...... 3 1. 5 Scope of the study ...... 4 1.6 Significance of the study ...... 4 l. 7 Theoretical perspective...... 4 1. 8 Limitations and delimitations of the study...... 5 1.9 Operational definitions ofterms ...... 6

CHAPTER TWO: LITERATURE REVIEW 2.0 Introduction...... 7 2.1 Characteristics of children with visual impairment ...... 7 2.2 Causes of visual impairment...... 8 2.3 Problems faced by learners...... 10

CHAPTERTHREE:METHODOLOGY 3.1 Introduction ...... 13 3.2 Research design ...... 13 3.3 Area of the study ...... 13 3. 4 Population of the study...... 13 3.5 Sample Size ...... 13 3.6 Sampling strategies ...... 14 3.7 Data collection methods ...... 14 3. 7 .1 Questionnaires ...... 14 3.7.2 Interviews ...... 14 3.8 Procedures for data collection ...... 15 3.9 Data processing ...... 15 3.9. lEditing and spot-checking ...... 15 3.9.2 Coding ...... 15 3.10 Data analysis ...... 15

CHAPTER FOUR: PRESENTATION ANALYSIS AND INTERPRETATION 4.1 Introduction...... 16 4.2 Background information ...... 16 CHAPTER FIVE : SUMMARY, DISCUSSIONS, CONCLUSION AND RECOMMEDATION 5. 0 Introduction...... 22 5 .1 Summary ...... 22 5.2 Conclusion ...... 23 5.3 Recommendation ...... 23 5 .4 Areas for further research...... 24

REFERENCES...... 26 QUESTIONNAIRE...... 27 APPENDIX I: Letter of Authority APPENDIX 2: Trachoma picture 1 APPENDIX 3: Trachoma picture 2

LIST OF TABLES

Table 1: Classification by sex ...... 16 Table 2: Classification by age ...... 17 Table 3 : Marital status of respondent ...... 17 Table 4 : characteristics exhibited by visual impaired learners ...... 18 Table 5 : causes of visual impairment ...... 19 Table 6: Challenges which visual impaired learners encounter in the process of accessing education...... 20

LIST OF FIGURES Figure I: Qualification of teachers ...... 18 Figure2: Intervention measures for children with visual impairment ...... 21 CHAPTER ONE introduction:

This chapter highlights the background to the study, statemen2t of the problem, theory, purpose of the study, specific objectives, research questions and justification of the study.

Background to the study According to international council for education of the visually impaired, visual impairment person are a distinct group of persons, their needs are unique and they need to be recognized as a specific sub-group within the larger group of persons with visual impairment. According to WHO ( 1981) blindness can be broadly defined as having vision or significant visual handicap involves significant useable residue vision. {WHO, 1989) does not classify visual acuity of more than 3/60 as blindness and visual acuity of less 6/ 18 but equal to or better than 3 / 60 as visual impairment.

In Europe, according to silver (1990) and Cullinan (1978) there are no accurate visual impairment statistics for the European community, but the best figures suggest a prevalence of 520 persons with visual impairment per 100,000 individuals with 75% of the visual impairment population past retirement age.

In Canada and the United States, according to bailey 1990, demographic patterns and the: nc:c:d for visual impairment care: in Canada and the: United States seem fairly typical of those in most industrially developed countries in the west.

[n Africa, teachers of visually impaired children have access to literature c:onccrning development~ in the wc~tern world much of thi~ literature relate~ to visu~l impairment, and of this most is geared to magnification devices. In South Africa visual impairment is defined as acuity of less than 6/60. The

1 visual impairment population is estimated at 125,000 (35%) and in Zimbabwe which has no clear-cut visual impairment definition. there are an estimated 190,000 persons with visual impairments (2%).

Here in Kenya, as a direct result of the teacher-training course, some new programmes have been initiated in the schools. One such programme has been the establishment of classes for the partially sighted in nearly all schools for the blind. A survey done by the Kenya institute of Education (KIE) in 1984 indicated that a large number of pupils in schools for the blind had enough vision to be able to read print, since 1982, according to Nthenge J.N (1991) distance education programme unit 2, 15-16, two, integrated programmes for the visually handicapped have been established by former students. One has been the establishment in in the rural area and the other one in at Kilimani primary school.

In Kajiado district, there is an integrated programme for the visually impaired, which is under the African Inland Church (AIC)

Statement of the problem

Most school going children with visual impairment in Ongata Rongai zone learn together with other children in inclusive settings. The head teachers in the primary schools do all they can to ensure that these children acquire knowledge like other children in inclusive settings.

The schools management also try as much as possible to cater for the needs of these learners. The government has also come in strongly following the introduction of the free primary education in all Kenyan primary schools. Extra funds have been provided for learners with special needs.

2 Immunization against trachoma is being offered free by AMREF in collaboration with the government especially in Kajiado District, which is vulnerable to the disease. The mass treatment entails administration of a powerful antibiotic to every resident with the aim of treating those who are already infected and preventing infection among those not infected. The mass treatment is the third and final such exercise and will take place in Kajiado North, Kajiado Central ::incl T.nitnktnk niMricts for ::i period of nne month.

However, despite all these efforts by various stakeholders in education, learners are still facing a lot of challenges in their learning. It is clear that, the needs of man.y children with visual i.rnpairment are not being met The challenge therefore is to meet the increasing demand for visual impairment care throughout the zone.

Purpose of the study

I General objective The purpose of this study was to investigate the problems faced by learners with visual impairment in primary schools in Ongata Rongai Zone

2 Specific Objective i. To find out the characteristics of learners with visual impairment ii. To find out some of the causes of visual impairment iii. To find out challenges faced by learners with visual impairment.

Research questions i. What are some of the characteristics of learners with visual impairment? ii. What are some of the causes of visual impairment? iii. What are the problems faced by learners with visual impairment?

3 Scope of the study

The study was conducted in Ongata Rongai Zone in Kajiado district, this was intended because the area is near to the researcher and accessible in terms of time, transport and language.

Significance of the study

It was expected that the results of this study would open a new chapter for learners with visual impairment in inclusive settings. It was to help teachers and the community to be able to identify cases of visual impairment within their immediate surrounding and offer appropriate help.

Learners with visual impainnent were to be recognized as having individual needs. Changing the teachers' negative attitude towards learners with visual impairment materials and methods of visual stimulation a.rid development was related to the culture.

The society's attitudes towards learners with visual impairment will be changed. It was to form a firm basis for further research especially teachers and students pursuing bachelors in SNE either in KIU or other universities. rheoretical perspective

Visual impairment is a handicap that denies one orientation to the surrounding. It therefore involves a lot for the caregivers and teacher to help the learner to achieve maxilnum potential. Visual impairment can be total blindness or low vision.

Vision is essential for environmental input and in the absence of the same results to environmental deprivations, limited mobility, and lack of explanatory opportunities.

4 A further implication is felt on cognitive development, which becomes more challenging. limitations and delimitations of the study The ideal thing was to visit the schools in Ongata Rongai zone and try to get the information from the ground. However this was not possible due to certain factors. The time allocated for the research was not enough taking into consideration the time taken by some respondents to fill the questionnaires.

The area covered was big forcing the researcher to cover many kilometers from one institution to the next. Most schools had telephone services but physical appearance /presence was still important.

The researcher was not funded. A substantial amount of money was needed for the bus-fare. The researcher also needed funds to process the research documents.

Delimitations There was no language barrier since the researcher worked with teachers and other educationists. The researcher was familiar with most teachers and head teachers since she had worked in the zone for a long time.

5 Operational definitions of terms

AMREF Africa Medical and Research Foundation

Impairment lack of part of or having a defective organ.

KIU Kampala International University

Refraction Bending of light when it passes from one medium to the next.

Refractive errors conditions where light rays do not come to focus on the retina

SNE Special needs education

Visual acuity How clearly one is able to see.

Visual handicap A visual impairment that limit ones normal visual functioning

Visual impairment Malfunction of the eye.

Visual impairment aids - aids such as magnifiers used by visual impairment learners to look at their learning materials.

Visually limited A milder form of visual impairment that can be easily corrected

6 CHAPTER. TWO: LITERATURE REVIEW

) Introduction The chapter looks into the causes of visual impairment, ways of assisting these learners in inclusive settings and the characteristics of these learners with visual impairment.

Characteristics of children with visual impairment Children having visual impairment have some distinct behaviour associated with their handicap. Some of these are; .. Complaints of aches or pains in the eyes, excessive headaches, dizziness on nausea after close eye-work, squinting, blinking, frowning, facial distortions, constant rubbing of the eye or attempting to brush away a blur. " Tilting of the head when looking • Closing or covering one eye when looking or reading • Undue light sensitivity • Holding a reading material too close or too far away • Thrusting head forward or body too tense when viewing Distant objects • Inattentiveness during reading. He/she cannot read for long periods without tiring " Reading poorer as time span increases • Tendencies towards reversals of letters and words or confusion of letters and numbers with similar shapes • Constant loss of place in a sentence or page. • stumbling over objects.

7 Causes of visual impairment Many of the conditions and syndromes which result in visual impairment are genetically determined and ca.i.-ri be passed to the child through either one or both parents who may not always be aware that they are carriers. Close 'blood' relatives who may increase the chances of eye conditions and other impairments.

Conditions can arise during the development of the foetus, some having no obvious explanations while others result from infections such as rubella. During the process of birth there is always the possibility of trauma and for premature births, where the birth weight is less than 1300 grams and where high levels of oxygen are required to sustain life, a cortical visual impairment results from a range of neurological disorders which can damage the visual pathways before a.rid ,:,fter they are fully formed. (Heather M.J (1993).

Childhood illness, viral infections, brain tumors or injuries such as those sustained in road accidents are possible causes of visual impairment in childhood. Sustained treatment with drugs such as some types of steroids may also have a temporary or permanent effect on the system.

The transmission of infections from animals is not confined to tropical countries. Publicity is regularly given to the binding diseases such as toxoplasmosis, which can be passed through the mother to the unborn foetus by cats and toxocaria, which children can contract through containinated dog waste.

Many eye disorders can cause or contribute to visual impairment. The most ,. •'-• CUllllllUll Ul LllC:111 cU t::,

8 Trachoma Trachoma is one of the oldest infectious diseases known to mankind. It is caused by Chlamydia Trachomatis- a microorganism which spreads through contact with eye discharge from the infected person (on towels, handkerchiefs or fingers) and through transmission by eye-seeking flies

After years of repeated infection, the inside of the eyelid may be scarred so sc:verdy that the eyelid turns inward and the lashes rub on the eyeball, scarring the cornea (the front of the eye). If untreated, this condition leads to the formation of irreversible corneal opacities and blindness.

Trachoma is a leading cause of blindness in the country affecting mostly residents of arid and serni-arid districts. In Kajiado, a survey has revealed a trachoma burden of 28% among children aged between l ad 9 years while 3.3% of the population is already in danger of going blind.

Cataracts A cataract affects the crystalline lens of the eye, which is directly behind the pupil. This structure is normally transparent. With a cataract however, some cloudiness or capacity in the crystalline lens or its capsule occurs, resulting in a partial or compete loss of vision.

Traumatic cataracts can be caused by injuries to the eye from blows for sharp instruments. In older people, developmental changes may cause the crystalline lens to degenerate arid become cloudy. This is known as senile cataract.

Glaucoma This results from increased pressure in the eyeball caused by interference with the circulation of the fluid in the eye. Such interference may in turn result from either a congenital defect or some other disorders e.g. inflammation in the eye.

9 There are two major types of glaucoma, open angle and close-angle the eyes of the people with early stage glaucoma often have a steamy cloudy look. In later stages there may be some less of side vision, discomfort and enlarged normal blind spots.

Retinal disorders One such condition, rctinopathy usually follows some other condition e.g. diabetes or high blood pressure, which causes hemorrhages on the retina of the eye and deterioration of part of the retina.

Macula disorders, The macula of the eye is the area of sharpest vision, the part of the eye with which we see detail. Degeneration of the macula results in diminished visual acuity. Diseases or degeneration caused b heredity may affect the macula nystagmus.

This is a rapid involuntary movement of the eyes that is usually associated with some other disorder e.g. congenital cataract. It is always seen in cases of albinism. Although decreased central vision accompar1ies nystagmus; peripheral vision is usually intact.

Optic-nerve-atrophy This may be caused by a lesion on the optic-nerve or by disease loss of vision may be sudden or gradual. There is usually no treatment for optic nerve atrophy except to treat the disease that caused it, if the atrophy was disease related.

Problems faced by learners The importance of vision and the role it plays in the development of the psych has been recognized by different authors. The early bond between mother and

10 child is considered necessary for feelings, of security (Andler), the transmission of empathy (Sullivan et.al 1978) and the establishment of trust (Erickson), Jackson, (1978) and others have stressed the importance of maximizing behaviours of visual functioning as early as possible.

Parents and service providers often assume that children with visual impairment can see performance difficulties are then attributed to inattentiveness, lack of ability or poor coordination. Moreover apparent contradictions (not seeing the blackboard or reading signs yet being able to run or ride a bicycle) behaviours to be expected in those with central field loss are often deceiving to the public (Jan .F & Scot 1997).

Visual impairment learners may find it necessary to develop and utilize behavioral changes such as squinting, tilting of the head, performing slowly and compulsively using their fingers to keep their pace on a printed page to compensate for their visual difficulties.

If the central vision is lost academics become a problem some physical activities are difficult if peripheral vision is affected with either loss, the person will have significant problems in social adjustment.

Frequently, the appearance of the eyes gives no evidence of injury or insult Dennison (1974), a situation that unfortunately makes it easy for the sighted population to expect a normal performance by the visual impaired learner to explain all the conditions of his or her loss.

Availability of trained teachers to help these children has remained a challenge for a long period of time. The children have been marginalized due to lack of special teachers in schools.

11 Resource materials to help them acquire education have also been a big challenge. Most of the resources are very expensive e.g. the Braillers, magnifying lenses etc. in addition most of the schools are not accessible due to geographical setting and constraints with all these problems their education is hampered.

Visually Impaired Learners have a major challenge of lack of learning resources. This makes it difficult for the visual impaired learners to learn alongside with others in the regular magnifying glasses, large print books, and braillers e. t.c

Missing adapted/modified environment is lacking in most schools. This ham.pcr:s pt:oplt: in the accc:s:sing education frt:t:ly. Pt:oplt: in the environment also have negative attitudes towards the visually impaired learners.

Most teachers are trained but not in line of helping the visual impaired learners. This then creates the challenge of skilled manpower to help the visual impaired learners. Lack of enough time to work out class assignments. They need a longer time to finish the activities which the curriculum doesn't provide for. This also reflects on how the curricuium is rigid on visual impaired learners.

12 CHAPTER THREE: METHODOLOGY introductions This chapter will outline the methods and procedures used to obtain data as pertains the study of challenges faced by primary school children with visual impairment inclusive settings in Ongata Rongai Zone of Kajiado district. The chapter contains the research approach and design, population and population sample, sampling procedures and instruments /tools used.

Research design The researcher used the survey design to collect the data in the study area. Both qualitative and quantitative research designs were used for the purpose of making the valid conclusions.

Area of the study This study was carried out in Ongata Rongai Zone, Kajiado district- Rift valley in Kenya. Special attention will be on visually impaired learners and their performance.

Population of the study

The study population was the learners with visual impairment in the zone and their teachers.

Sample size This is the small group of people that represented the large group in the study area. The sample was six regular schools in Ongata Rongai Zone, Kajiado district.

13 Sampling strategies

The researcher used simple random sampling. The sample consisted of all regular primary schools in Ongata Rongai zone. Three of such schools were picked at random. The names were written on small pieces of paper, which were then folded and shaken. Three schools were then picked. Purposive sampling was used to select different activities in the area of investigation in order to get required data and information.

Data collection methods

Data was collected from both primary and secondary sources. Secondary data was gotten from newspapers, journals, textbooks, magazines and Internet. Primaiy data was from the field using the following methods.

1 Questionnaires

The researcher used two types of tool to obtain the data. The tools were the questionnaire and interview guide for the researcher found these methods rather convenient. The method involves putting down the responses from the target population within a short time. The questionnaires were set in a simple, clear and straightforward language. They asked one question at a time and did not involve the respondents' private life. The questionnaires were given to individual respondents to fill in. Questions from respondents were answered or clarified and the respondents were given 4 days to fill and return the questionnaire.

2 Interviews

The researcher was able to discuss face to face with the respondents. The interview was unstructured, whereby the interviewee was able to express the challenges encountered during learning. The interview was carried out as a group of each staff/school to safe time.

14 Procedures for data collection After the approval of the proposal by the responsible authority at the schools of education, the researcher obtained a letter of authority from institute of open and distance learning at KIU to progress to collect data from the field. In Ongata Rongai Zone the research informed the education officer in charge of the zone and was permitted to proceed to various schools in the zone and present the interview schedules in agreement with the school headteacher. At the same time briefing of the questionnaire was done and questionnaires were issued to respondents. Later the teacher visited the school for an unstructured interview with the teachers and leaiuers, then collected the questionnaires previously left behind.

Careful observation of respondents from the area of study was also carried out by the researcher during the interview.

Data processing

1 Editing and spot checking This was done by the researcher to ensure that the information given is logical accurate arid consistent. Errors a.rid omissions were corrected to ensure accuracy for coding.

2 Coding This was done to incorporate all answers from interviewees. Answers were coded to form a meaningful and better analysis.

Data analysis Information fro1n questionnaires was copied, and analyzed by tallying in a frequency table. The information recorded in terms of percentages. Interview results were also coded in frequency tables and calculated into percentages. Bar graphs and pie charts were also used.

15 CHAPTER FOUR:

PRESENTATION, ANALYSIS AND INTERPRETATION OF RESULTS Introduction This chapter shows how data was collected, analyzed and interpreted. The data filled in the questionnaires was copied and analyzed by tallying it and tabling it in frequency tables identifying how often certain responses occurred and later evaluation was done. The information was later recorded in terms of percentages. The recorded data was later edited and later interpreted which ensured uniformity, legibility and consistence. Interview results was coded on frequency tables, pie charts and bar graphs which was calculated in terms of percentages and presented in relation to the research questions.

A total of 70 respondents was used in the study these included pupils form selected primary schools and their class teachers; this was intended to 1nake the study a reality.

Background Information Respondents were asked to state theory sex and this is reflected in Table 1.

Table 1: Classification by sex Sex Freauency Percenta!le Female 46 65.71% Male 24 34.2% Total 70 100 Source : Primary data

The study found out that, the biggest number of respondents from the participating schools were girls/women who were represented by 65.71% while 34.29 represented the boys/male respondents. This shows that girls/women participated in the study to a greater extend.

16 Table 2: Classification by age Age Frequen.cy Percentaize 7-16 Years 20 28.5% 22-30vears 5 7.14% 30-40 vears 35 50% 40 and above 10 14.29% Total 70 100% Source : Primary Data

Table 2: Shows that the percentage of respondents in the age bracket of7-16 who consisted pupils in the six participating schools in Ongata Rongai zone was 28.5%. The age bracket of 22-30 had teachers who were represented by 7.14%. 35 respondents were in the age bracket of 30-40 who were represented by 50% while 10 teachers were above 40 years and this took 14.29% of the respondents. Teachers within 30 yrs and 40 years were the most in this study.

Table 3: Marital Status of respondents Marital Frequency Percentage Single 20 28.57 Married 40 57.14 Divorced 0 0 Separated 4 5.71 Living with partner 6 8.58 Total 70 1000/o

The biggest percentage of respondents was found to be married which was 57.14%. Where as 28.57% represented 20 pupils who were interviewed in the research. None of the respondents was divorced. 5.71% of the teachers were separated while 8.58% of them were living with partners. 5.71% were teachers who had there own problems in relationships.

17 Figure 1 Qualification of teachers

Qualifications of teachers

16 14 f Q) 12 .s:::: (.) 10 "' ....{!!. 8 0 6 0 z 4 2 0 0 Level A level PTC Diploma Degree Teachers Qualification

An assessment of teachers' qualifications revealed that 15 had a primary teachers certificate (Pl) 13 of them had Diploma while 10 teachers were holders of degrees. Although five teachers were A level and 7 0 level which indicated that they were not trained to handle children in the education process especially the visually handicapped. 38 teachers out of the 50 teachers were trained and hence better placed to comfortably help the visually impaired learners.

Table 4- Characteristics exhibited by Visual Impairments learners characteristics Frequency Percentage Red eyes 10 50% Watery eves - - Unable to see the board 3 15% Complain of light either high/low 1 5% Write and omit letters or words 4 20% Stumble over objects that are not there 2 10% Total 20 100%

18 From observation made by teachers on the pupils, it was discovered that 14 pupils had itchy red eyes, which was the main characteristic for most pupils with visual impairments; teachers explained that the learners had many flies coming around their eyes. Some were tired of chasing the flies away. The teachers interviewed the learners and realized that their living condition at home was not hygienic. This is due to cattle rearing which attracts a lot of flies. 9 learners were unable to see the board clearly unless placed at a strategic place in the class either close to the board or far from the board. 10 pupils could omit letter or words when writing or reading. 4 pupils could stumble on hnaginary objects. This numbers are overlapping because one pupil could be exhibiting two or three characteristics.

Table 5- Causes of visual impairment Cause No. of Children Percentaue Cataract 3 15% Glaucoma 4 20% Retina uathies 0 0 Optic atrophy 0 0 Injury 0 0 Trachoma 10 50% Infections 3 15% Total 20% 100%

Table 5 indicates that Trachoma is on the upper hand on stealing the sight of most learners. Ten pupils had trachoma and this was 50% of the learners involved in the research. The teachers could easily rule out this because of the medical history they kept for each child from the opticians who visits the schools. 20% had Glaucoma, 15% had cataract while 15% had infections and some were still under medication.

19 Table 6-Challen.ges which visual impaired learners en.counter in. the process of accessing education. Challen.D'e Frequencv Percen.taD"e Lack of resources 4 5.71% Ne2ative attitude 44 62.86% Skilled manpower 15 21.43% Time table 6 8.57% Environmental modification 1 1.43% Total 70 100%

Table 6 shows the major challenge of visual impaired learners as negative attitude. Most teachers were not for the visual impaired learners. They felt they were a burden and slow to learn. This kind of attitude affects the learners very much; it lowers their self-esteem.

Skilled manpower was another major challenge whereby 21.43% was the number of teachers trained to handle visual impaired learners. This were few compared to the number of pupils with visual problems

The school timetable from the six schools did not adequately cater for the visual impaired learners 8.57% of it could only help visual impaired learners in an integration setting

Only one school had tries to modify the environment to suit the needs of the learners. This was 1.43%. 4% of the schools had resources to necessitate learning of visual impaired learners. This was on the lower side. Visual impaired learners are in need of resources, which are not available or very expense e.g, braillers.

20 Figure 2 : Intervention measures for children with visual impairment

■ Seating placement Iii Magnifying lenses

■ Medication

A higher number of pupils needed proper seating arrangement so that they could be able to see tht: eht1lkbotttd without ::itttlining. Tht:y nt:t:d t1::1::ii::1tivt: dt:Viec::i c.g ::ipt:ett1olt:::1 which pt1rt:nt::1 et1n't afford. This was 162° of the pupils with visual impairment in Ongata Rongai zone. 72° of the pupils had been given spectacles to facilitate proper sight while 126° of the pupils were under medication. Severe cases of using a walking white cane or having a sighted guide were not in this are of the research. However, a big numbers of pupils with visual impairment still needed spectacles (magnifying lenses), which their parents were unable to afford.

21 CHAPTER FIVE:

SUMMARY, FINDINGS, DISCUSSIONS, CONCLUSIONS AND RECOMMEDATION

[ntroduction This chapter shines its rays on challenges faced by learners with visual impairment in the academic set up environment. It will discuss on findings of the study, summary conclusions and recommendations that can be adapted in order to solve the challenges and causes of visual impairment in Ongata Rongai zone-Kajiado District.

Summary This study focused on the causes and characteristics of visual impairment. It also looked at challenges that teachers and learners face in teaching the visually impaired learners.

The study was considered necessary because not much had been accepted by teaeher:s and eommunity about vi:sual impairment ehallenge:s. Thi:s :state ha:s accelerated the rate of visual impairment and low performance of the same learners in the zone. Consequently the presentation of this chapter is in line with the research questions.

During the study it was noted with concern that children with visual impairment face difficulties and challenges in attaining their academic. The children are ready and eager to learn but they don't have access to the learning assistive resources and personnel that can handle their needs. No proper medical has been administered to the visual impairment learners.

22 Conclusions Learning on the research findings the researcher concluded that vision is important in the lives of an individual for it necessitates the awareness of the s environment and accessing various places. However children with visual impairment are hampered to understand the environments, Moreso, the abstract content in the academic field e.g colour, height etc

Parents in socio economic status in the district could enable them to meet their children's requirements at school but low levels of interest in education field, they completely fail to provide pupils with the necessary assistive devices.

Due to the lifestyle of parents/guardians rearing herds of animals they fail to keep high standards of cleanliness hence the quick spread of trachoma in the area.

Lack of adequate water supply in the area is also a contribution to cleanliness standards, which is very low and consequently leads to eye diseases.

Recommendations

♦ Parents and teachers should have knowledge about visual impairment. This will involve carrying out seminars and workshops up to the grassroots level.

♦ Parent of visual impairment learners should be enlightened on the needs of their children

♦ Creating awareness of visual impaired people to the public at large through media.

♦ Ministry of Education should train teachers who can knowledgeably handle the visual impairment learners to realize their maximum potential .

♦ Resource/devices to help the visual impairment learners has been a

23 ♦ challenge to the parents to buy. The government should budget for resources needed by the learners.

♦ As much as the government has arranged for children in schools to be immunized against trachoma in Kajiado district. They should ensure they reach all children e.g visit schools, churches, homes to give the oral immunization.

♦ -Stakeholders should build workshops in schools to enable visual impairment learners acquire necessary skills.

♦ More assessment office should be established in the area because the whole district have only one centre which is not easily accessible by visual impairment parents due to distance and financial constraints.

♦ Kajiado is a semi-arid area and water shortage is like normal. The government should drill more boreholes to supply water for clean environment.

♦ Through seminars and workshops parents and learners should be taught the importance of cleanliness.

♦ Parents, teachers and learners should be sensitized on the characteristic of visual impairment and if they observe any of them they should immediate~y seek for medical advice.

♦ Kajiado being a vulnerable district should have an eye hospital because those that serve Kenyans are only four and away from Kajiado/Ngong. That is Kenyatta, Kikuyu, Mbagathi and Sabatia eye hospitals.

4 Areas for further research. The study navigated on the challenges of visual impairment on learners in acquiring education. The study focused on primary schools learners.

To expand the scope of assisting visual impairment learners acquire quality education in Kenya especially Ongata Rongai zone-Kajiado district there is need to conduct on a research in the following areas.

24 (I) A study focusing on challenges facing teachers for visual impaired learners. (ii) Influence of assistive devices on visual impaired learners performance.

25 REFERENCES

Christine A. Heather L.M Steve M.C Mike M.L & Juliet S (-); Children with visual impairment in mainstream settings, London, David Fulton Publishers.

Kenya Government (1964 - 1965); Kenya educational commission, (Ominde Commission) Nairobi Government printers.

Kenya Government (1965); Sessional paper No. 5 African Socialism and its application planning in Kenya Nairobi; goven1ment printers.

Kenya government (2002); The children Act 2001. Nairobi government printers

Kenya Institute of special education (1993); Distance education programme, Nairobi Kise printing house.

KISE (1989); The visually handicapped, KISE Bullletin, 3(1)3, 4, 10.

Reginaid L.J (1984); Attitudes and attitude change in special education, Virginia; The council for exceptional children

Rosebloom A. (1992); Journal of visual impairment and blindness, 86, (1) 7-9

Summer A. (1990); The journal of vision rehabilitation 4 (3) 27-32

26 QUESTIONNAIRE

QUESTIONNAIRE TO THE HEADTEACHERS, TEACHERS, PARENTS AND PUPILS

Introduction

Dear respondent

I am a student at Kampala International University conducting a research study as a requirement for the award of bachelor's degree in education. I Kindly request you to spare sometime and fill this questionnaire. This Information you give will be for academic purposes only and will be treated with confidentiality. Your co-operation and positive response towards this exercise will be highly appreciated.

27 QUESTIONNAIRE FOR REGULAR PRIMARY SCHOOL TEACHERS ON LEARNERS WITH VISUAL IMPAIREMENT IN ONGATA RONGAI ZONE KAJIADO -KENYA.

Background information

I. Gender Male □ Female D 2. Age 20- 30yrs □ 41-SOyrsD 31-40yrs D over50yrs D 3. Highest level of education

A Level D Olevel D

Others specify ......

4. Highest professional qualifications

B.Ed □ Diploma D Pl □ P2 □ Others specify ...... 5. Teaching experience 1-Syrs D 11-ISyrs D 6-1 Oyrs D over I6yrs D

6. Duration in the present station ......

7. Average Number of pupils in your class ......

SECTION A I (a) As a teacher do you work with learners who have, complain of difficulty in their sight Yes D No D

28 (b) if the answer, is Yes what characteristics do they exhibit: (I) red eyes □ (II) (ii)watery eyes □ (iii) unable to see the board · · · ···-□ (iv)complain of light either high or low D

(v) complain of grave □ (vi)read and omit words □ (vii) Write and omit letters or words D (viii) Stumble over objects that are not there D

(ix) others specify......

2. As the teacher of the learner what could have caused the sight problems of the learner? Indicate the number as per the given causes

Cause No of children

Cataract

Glaucoma

R.etino Pathies

Optic Atrophy

Injury

Trachoma

Infections

3. How have these learners with visual impairment been assisted? Indicate the number of those who have been assisted under the following sub-topics.

29 No. Invention Number of children

(i) Those with spectacles

(ii) Walking white cane

(iii) Sighted guide

(iv) seating placement

(v) Individual training programme

(vi) How many are under medication

INTERVIEW GUIDE

I. Do you have any problem with your sight?

2. When did you notice this or when did this problem start?

3. What happens in the eyes e.g watery, paining, itchy, reddish e.t.c

4. How long have you had this problem?

5. Are you able to see clearly.

6. Which intervention measure has been taken about the problem?

7. Who assists you and how?

8. How do you attain education with the problem?

9. Do you use any assistive device?

I 0. What kind of help do you get from teachers and parents?

30 Kampala International University Institute of Open and Distance Learning P O Box 20000 Kansanga, Kampala, Uganda 256 41 373 498/ 256,41 373 889 (Ug) 254 20246275 (Ke) e-mail: [email protected] Tel: 0753142725 Office ef the Director

TO WHOM IT MAY CONCERN:

Dear Sir/Madam,

RE: INTRODUCTION LETTER FOR MS/MRS/MR ...0.l!.~J.~.,~-L'll. .P.!'/:.?-JJW... R.itObA

REG. # .... .B..~.~.f..l.~f?.. Qli..l .. 7.J .. i.l?.E......

The above named is our student in the Institute of Open and Distance Learning (IODL), pursuing a Diploma/Bachelors degree in Education. ·

..we/she wishes to can·y out a research in your Organization on:

Nt}b Vi Hlq [ fm po. ,yC(leO f-.

The research is a requirement for the Award of a Diploma/Bachelors degree in Education.

Any assistance accorded to him/her regarding research will be highly appreciated. ...

......

I A comm01rsight where trachoma is a·major problem. (Scource: Eye Diseases in / Hot climates- Sandford - Smith J - Pg. 85) ---:---\ .. ___ -- source: www.theaccessproject.com/index.php / about/ntd/