Abstract
The study sought to assess the influence of teaching skills and training methodology on the performance of learners with visual impairment in public primary schools in Narok West Sub-County, Kenya. The study analysed past theories related to the topic under the theoretical review that is Education Production Function (EPF) theory. The researcher used a descriptive research design to capture the information on the influence of teaching skills and training methodology. The findings indicated that teaching skills and training methodology influence the performance of learners with visual impairment in public primary schools in the Narok West Sub-County
Highlights
The importance of education to pupils with special needs has been debated for long under various monitory organisations
The study sought to establish the influence of teaching skills and training methodology on the performance of learners with visual impairment in public schools in the Narok West Sub-County
From the findings of the study, the study came to a conclusion that teacher’s teaching skills and training methodology influence the performance of learners with visual impairment in public schools in Narok West Sub-County This is because teachers have appropriate skills to train pupils with visual impairment and they regularly attend training on special needs to improve skills on how to teach those pupils
Summary
The importance of education to pupils with special needs has been debated for long under various monitory organisations. The current education system in Kenya has enacted policies that focus on the implementation of Education for All (EFA), which was established by an act of parliament in 2003 (Orodho, 2014) This policy has been applied in the majority of primary public schools in the Narok West constituency where pupils of diverse needs are put together in the same learning environment. Within this policy framework of enhancing knowledge acquisition for all pupils, there is a need for the government to revamp its commitment towards global policy statements, practices and agreements as indicated in numerous world symposiums on excellent education and embrace inclusive education in public schools and in private schools countrywide (Miles & Singal, 2010)
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