Assessment of Cultural Practices That Hinder Transition of Learners with Special Needs in Education from Home to Pre-Primary Schools in Narok County, Kenya

Shinali Maryconsolata

doi:10.7176/jep/11-21-03

Abstract

The study intends to look at the cultural practices that hinder the transition of learners with special needs in education from home to pre-primary schools in Narok County, Kenya. The main objective of this study is to examine the cultural practices that hinder smooth transition of learners into pre-primary schools from their homes. The study will be supported by the Transition theory which posits that early childhood development is a natural and a universal process of progress transformation or stage transformation in children’s moral, socio-emotional, mental/ cognitive and physical competencies and supports Piaget’s theory that learners learn through interactions with their surrounding culture. The target population of the study will comprise of 53 schools, 53 head teachers, 53 teachers and 650 pupils and 2 Educational Assessment and Resource Center officers in Narok County. Simple random sampling will be used to select the schools, while the head teachers, teachers and pupils will be selected using purposive sampling as well as the EARC officers. The sample size will comprise of 15 schools, 15 head teachers, 15 teachers and 243 pupils. The study will use a descriptive survey design combining both qualitative and quantitative data collection techniques. The instruments will include questionnaires, structured interview schedules and observation checklists. The instruments will be pre-tested for validity and reliability in Bomet County Split-half technique will be used to assess the instruments’ reliability while validity will be determined after it has been read through with the representative respondents. Purposive sampling will be used to select the pre-primary schools, learners, pre-primary teachers and the head teachers. Convenience sampling will be used to select the parents. The target population will be respondents from centers selected for the study. Data will be coded and analyzed by use of measures of central tendency encompassing mean, mode and percentages. The data will be analyzed and presented in tabular and graphical form. The study may be of significance to the EARC officers, head teachers, pre-primary teachers, parents and the policy makers at the ministry of Education, science and technology. Keywords: Cultural practices, Transition, Pre-primary, Special needs, Early childhood education, EARC Officers DOI: 10.7176/JEP/11-21-03 Publication date: July 31 st 2020

Highlights

Earlier studies have failed in articulating in specific terms how cultural practices have been that hinder a smooth transition of learners with special needs in education from home to Pre-primary schools
This has compelled the researcher to critically examine the cultural practices that come in the way of a smooth transition of learners with special needs in education to join Pre-primary schools in Narok County, Kenya
1.5 Significance of the study The study will contain information on the cultural practices that hinder the transition of learners with special needs in education into pre-primary schools in Narok County, Kenya

Summary

Introduction

Transition of learners with special needs in education from home to school is influenced by three dimensions which include socio-cultural, economic and historical factors, the provision of early Childhood Programmes and learning vary widely in low- and middle-income countries. Earlier studies have failed in articulating in specific terms how cultural practices have been that hinder a smooth transition of learners with special needs in education from home to Pre-primary schools. This has compelled the researcher to critically examine the cultural practices that come in the way of a smooth transition of learners with special needs in education to join Pre-primary schools in Narok County, Kenya.

Objectives

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Conclusion