Psychological Assessment of Visual Impaired Children in Integrated and Special Schools

Kasomo Daniel

doi:10.5923/j.edu.20120201.07

Abstract

Although the educational services for children with visual impairment in Kenya have expanded to include provision in the integrated school setting, not much research has been done to document the benefits of the integrated programme to the children involved. The researcher used the ex â post â facto design to compare the self â concept of 20 blind children in classes 5 to 7 who had been placed in integrated (N = 10) and special (N = 10) schools. Self â concept was measured with a self â concept scale developed by the researchers based on existing self â concept scales especially, the Piers â Harris Childrenâs Self â Concept Scale and the Tennessee Self â concept Scale. Other variables examined were pupil to pupil and teacher to pupil interaction. The data were analyzed using the two â tailed t â test. The blind pupils in integrated schools had a significantly higher (t = 2.08, p<, 0.5) self â concept than their counterparts in special schools. The level of pupil to pupil interaction for the blind pupils in integrated schools was significantly higher (t = 2.97, p<.01) than that of pupils in special schools. From this finding, it was concluded that the integrated school offers a social environment favourable for the development of a positive self â concept. However, more research involving a larger number of blind children should be carried out to come up with more definitive findings. Integration of more blind children and children with other disabilities, which should be preceded by provision of supportive services and facilities, was recommended.

Highlights

Over the past years, there has been an increase in the enrolment of children who are disabled in Kenyan ordinary schools due to the shortage of special schools and the current trend towards educating these children in a normal and less restrictive environment
The self – concept of blind children placed in integrated schools was found to be significantly higher (t = 2.08, p
The findings showed that placing blind children either in special or in ordinary schools affects their self – concept differently

Summary

Introduction

There has been an increase in the enrolment of children who are disabled in Kenyan ordinary schools due to the shortage of special schools and the current trend towards educating these children in a normal and less restrictive environment. Statistics of 1995 show that about 15% (12,000) of the 80,000 cases of handicapped children identified countrywide through the Educational Assessment and Resource Centers could be accommodated in special institutions (Njoka, 1996). According to the 1989 Government census, 251,713 people had disabilities out of which 24% (60,411) were visually impaired. Out of the big population of handicapped children, only about 26, 885 could be catered for in the special primary schools, special secondary schools and technical and vocational institutions in the country (Ministry of Education, 2004). Very few visually impaired or in the 1,100 integrated special units in ordinary schools. Exact figures on the blind pupils were not readily available during the study, but the number is bound to be low because these programmes have mainly targeted children

Objectives

Methods

Results

Discussion

Conclusion