The Challenges Of Inclusive Technical Training Education For Learners With Visual Impairments In Machakos, Kenya.

Abstract

Kenya Government adopted Inclusive Education for learners with Special Needs Education (SNE) in most of its learning institutions. However, some challenges have been reported in primary, secondary and university inclusive education sectors. The purpose of this study was to find out the challenges of Inclusive Technical Training Education for Visually Impaired (ITTEVI) in Machakos Technical Training Institute for the Blind (MTTIB). The objectives of the study were to find out the impact of: Instructional materials, teacher’s experiences and qualifications, learners’ relationships and the external environmental factors. The study adopted Gagne’s Theory of Instruction, and Shulmans’ Pedagogical content of knowledge theory respectively. A Mixed method research approach research was used. The target population included: Principal, Heads of departments, Integrated sighted and visually impaired learners, trained and untrained teachers, and support staff. Purposive, random and proportionate sampling procedures were used to sample 164 participants. Questionnaires, interviews, and observations schedules were used to collect data. Piloting was carried out for reliability and validity of the instruments. Qualitative data were analyzed using content analysis, whereas quantitative data were analyzed descriptively using percentages and pie charts. The study revealed that there was lack of enough specialist adapted instructional materials for the learners with visual impairments, teacher’s lack of ITTEVI specialist experiences and qualifications affected the quality of ITTEVI training. Unfriendly relationship between sighted and visually impaired learners posed challenge to the management and teachers. Unfavorable environment such as inaccessible terrains, fences and lack of adaptations in the workshops scared the visually impaired. Lastly, some of the sighted learners were not willing to participate in the co-curricular activities with visually impaired learners. This study recommends that MTTIB management needs a clear understanding of ITTEVI requirements and avail enough adapted facilities, personnel and environmental adaptations for ITTEVI, in order to improve the ITTEVI quality and make the training process friendly and accommodative for both sighted and visually impaired learners in Machakos, Kenya.