Mainstreaming of visually impaired students: a case of integrated secondary schools in Kericho district, Ainaimoi division, Kenya

Abstract

This study seeks to evaluate integrated education programme for students with visual impairment. It mainly seeks to establish the effectiveness of integration in relation to the academic performance of students with visual impairment, rehabilitation and acquisition of social and survival skills. It also aimed at exploring the challenges encountered by students with visual impairment, so as to come up with policy strategy to eliminate these barriers hence enabling the programme to be successfully implemented. To achieve this, a research was carried out in Kericho district of the Rift Valley province of Kenya. This research was carried out between September-November 2006 using a case study design. The data collecting techniques included questionnaires, focus group discussion and document analysis. A total of 200 respondents participated in the study and data was analyzed using both qualitative and quantitative methods. The theoretical framework was based on the principle of Force-field theory and three-process model for effective change in personnel involved in the programme as advanced by Kurt Lewin. Data analysis revealed that majority of the student perceived the policy of integration from a positive view. This is attributed to the fact that some visually impaired students actually excel in class far much better than their sighted peers. However, those who negate this view sighted a number of challenges that are experienced by the visually impaired students such as; the administration view them as been a burden to school programme and many times they do not meet their needs like providing the necessary learning materials even though they pay fees like the rest. The relationship between the perception of the integration policy and academic performance significantly indicated the nature of evaluation among the students in these secondary schools was clear and that they are conscious about the needs of others. Nonetheless, the teachers differ significantly with the student perception and attitudes towards the policy of integration. The reasons given are enormous and it emanates right from the fact the majority of them had not only been sensitized but that they do not have the required skills to handle the students who are visually impaired and those who have low vision. In addition to these, the school stakeholders are not aware of the programme being hosted in their schools and hence have not contributed to its support. On the other hand, school administrators do not have policy guideline from the ministry of education to guide them in the implementation process. This condition has resulted in shifting the burden to students who then remain with the option of leaving the school or just remaining in the school with negative self concept and leading more dissatisfied life. It was recommended that the ministry of education can learn from the findings so as widen the integrated education programme to cover more schools particularly those in the rural areas. The government, through the ministry of education should provide teaching /learning resources and train all teachers on special education for students with visual impairment and blind in integrated schools. The ministry of education in conjunction with other social services providers should come up with informative campaigns at the community level with emphasis on the fact that disability is not inability.