Teachers’ Perception of Transition Preparedness by Learners with Physical Disabilities Towards Employment: Joytown, Joyland and Mombsasa Special Secondary Schools, Kenya

Lilian Gakii Marete ,Otube Nelly ,Murugami Margaret

doi:10.7176/jep/11-18-24

Abstract

The study sought to find out teachers’ competency of transition preparedness by learners with physical disabilities (PD) towards employment: Joytown, Joyland and Mombasa Special Secondary Schools in Kenya. The descriptive survey research design was used to find out teachers competency of learners preparedness towards employment. The study adopted both qualitative and quantitative research approaches where mixed method design was used to collect and analyze the data. The study was carried out in Joytown in Thika West, Kiambu County, Mombasa Secondary in Mombasa County and Joyland in Kisumu County. Purposive sampling was used to select the three physically handicapped Special Secondary Schools, which were the earliest to be established by missionaries in Kenya. The piloting of the instruments was conducted in Joytown special school to form three learners and all teachers teaching form one and form three who were not included in the main study. Interview schedule was administered to administrators while the teachers and learners with physical disabilities filled the questionnaires. Self-efficacy theory was used to interpret dynamics specifically for teachers and learners with physical disabilities in the classroom. Statistical Package for Social Sciences (SPSS) was used to analyze quantitative data while Computer Assisted Qualitative Data Analysis System (CAQDAS) was used to analyze interview schedules. The importance of this study was to create awareness of preparedness by teachers to enable learners with physical disabilities to transit to employment enhanced by teachers’ teaching strategies, availability of resources and knowledge of pre-vocational activities that enhanced their perception towards learners with physical disabilities. After the findings, the researcher recommended that Kenya Institute of Curriculum Development (KICD) should develop curriculum contents, which will suit the needs of learners with special needs including those with physical disabilities. The findings may enhance appropriate pre-vocational skills for learners with physical disabilities because it has a futuristic relevance, widens the scope of individual economic activities, and reduces the burden of dependency on others. Further, it hopes to provide educational planners and policy-makers with a framework on which policies can improve the quality of teaching special needs education hence facilitate transition preparedness to employment for learners with physical Keywords : Academic Qualification, Competency, Physical disabilities, Transition preparedness, Teachers professional Knowledge DOI: 10.7176/JEP/11-18-24 Publication date: June 30th 2020

Highlights

Nearly 6.5 million learners with disabilities, be they of a physical nature or otherwise, are being served by teachers trained in special education who may be unprepared to use transitional competency, such as skills to train learners in pre-vocational activities, to facilitate transitional planning that may lead to sustainable postsecondary success (National Centre for Education Statistics, 2010)
4.1Demographic data Demographic data was discussed under the following sub-title: gender of the respondents both teachers and learners with physical disabilities and number of years teachers have taught in the three selected secondary schools
The researchers found that teachers who hold a degree in Special Needs Education with many years of experience, higher level of academic qualification were more qualified and competent to train and teach learners with physical disabilities towards employment, attain positive perception

Summary

Introduction

6.5 million learners with disabilities, be they of a physical nature or otherwise, are being served by teachers trained in special education who may be unprepared to use transitional competency, such as skills to train learners in pre-vocational activities, to facilitate transitional planning that may lead to sustainable postsecondary success (National Centre for Education Statistics, 2010) Due to factors such as illpreparedness and perception of teachers, many learners are leaving secondary schools without accessing competitive employment, functional independence or dependable prospects for social engagements. OHI can be due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity www.iiste.org disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia and Tourette syndrome Such conditions adversely affect the child’s educational performance and require services, which can include designed instruction and a wide-ranging support to address the learner’s needs that result from his/her disabilities

Results

Discussion

Conclusion