ATTITUDES OF REGULAR PRIMARY SCHOOL TEACHERS ...

ATTITUDES OF REGULAR PRIMARY SCHOOL TEACHERS

TOWARDS INCLUSION OF LEARNERS WITH

VISUAL IMPAIRMENT INTO REGULAR SCHOOLS

IN NAIROBI DISTRICT - KENYA.

BY

Priscilla M. King’uuReg. No BED/100091/52/DF

A research project submitted to the institute of open and Distance learning (IODL) inpartial fulfillment for the award of Bachelor of Education in Special Needs Education of

Kampala international University

September 2008

DECLARATIONI, Priscilla Musyawa King’uu, declare that, this report is my own original work. It is

neither a duplication of similarly published work of any scholar for academic purpose

nor has it been submitted to any other institution of higher learning for the award of a

certificate, diploma or degree.

I also declare that all materials cited in this paper which are not mine, have been duly

acknowledged.

Signature:~

Priscillah Musyawa

Date 2J I Dc

SUPERVISOR’S APPROVAL

This project has been submitted for examination with my approval as the University

Supervisor.

Si~aflire~ ~

Nakakande Margaret (Supervisor)

Date .f~/..$

DEDICATION

I wish to dedicate this report to my husband, children, Doreen and Grace who gave

me humble time while doing my studies in Kampala International University (KIU) in

Uganda. They were with me spiritually the times I was away from the family.

The dedication also goes to all who respect and value Special Needs Education

(SNE).

111

TABLE OF CONTENTS

DECLARATION j

SUPERVISORS APPROVAL ii

DEDICATION iii

TABLE OF CONTENTS iv

LIST OF TABLES vi

ACKNOWLEDGEMENT vii

ABSTRACT viii

LIST OF ABBREVIATIONS ix

OPERATIONAL DEFINITIONS OF TERMS x

CHAPTER ONE: INTRODUCTION 1

1.0 Introduction 1

1.1 Background of the~3

1.2 Statement of the problem 4

1.3 Objectives of the study 4

1.4 Research questions 5

1.5 Significance of the study 5

1.6 Scope of the Study 5

CHAPTER TWO: LITERATURE REVIEW 6

1.0 Introduction 6

2.1 Conceptual Framework 9

2.2 Teachers knowledge and understanding of visual impairment 10

2.3 Causes of Visual Impairment 11

2.4 Effects of Visual Impairment 12

2.5 Educational Policies in Kenya for Disabled persons 13

CHAPTER THREE: RESEARCH METHODOLOGY 17

2.0 Introduction 17

iv

3.1 Research 17

3.2 Research Environment 17

3.3 Sample selection and Size 17

3.4 Research instruments 18

3.5 Data collection procedures 18

3.6 Data analysis procedures 18

3.7 Limitations of the study 19

3.8 Delimitations of the study 19

CHAPTER FOUR: RESEARCH FINDINGS 204.0 Introduction 20

4.1 Findings from research question one 20

4.2 Findings from research question two 23

4.3 Findings from research question three 25

4.4 Findings from research question four 28

CHAPTER FIVE: SUMMARY, CONCLUSION RECOMMENDATION---- 305.0 Introduction 30

5.1 Summary 30

5.2 Conclusions 31

5.3 Recommendations 31

References 32

APPENDICES 33

v

LIST OF TABLES

Table I: The earliest schools for children with visual impairment. Schools for children

with special impairment. 8

Table II: Causes of blindness in Kenya 11

Tablelil: The causes of blindness 21

Table IV: What do you have any child /children with eye problems in your class?-- 21

Table V Do you think blind children can learn with their “normal” peers? 22

Table VI: If yes how do you help the childlchildren With eye problems in your

class? 22

Table VII: If your answer is yes, explain briefly 23

Table VIII: Do you think the academic performance will fall if you include those

Learners in class? 24

Table IX: In your opinion, what can be done to help these learners improve their

performance? 24

Table X: Do other children in the school accept these learners with eye problems?--25

Table XI: What are some traditional beliefs to the people with disabilities? 25

Table XII: Do these learners have any problems in interacting with others? 26

Table XIII: Explain briefly how you understand the term inclusion education? 26

Table XIV: In your opinion how would you help learners with disabilities? 27

Table XVI: As a teacher what challenges are faced by teachers teaching learners with

special needs especially those with eye problems 28

Table XVII: What should be done for effective and successful implementation of

Inclusive education? 28

vi

ACKNOWLEDGEMENT

I take this golden opportunity to thank the Almighty God for enabling me to reach

this far and for granting me the opportunity to undertake this research project. I

register my gratitude to my supervisor Ms. Nakakande Margaret for her guidance,

insights, advice and comments which led to the full completion of this work.

Thanks to Mary Ann Nj en and Pamela, Esther Waswa for their friendship and

support. I acknowledge with pleasure my lecturers at KIU especially Mr. Maaki who

helped me in deepening my knowledge in this research project.

vii

ABSTRACT

The study was based on “attitudes of regular primary school teachers towards

inclusion of learners with visual impairment into regular schools in Dagoretti

Division Nairobi Kenya.

The absence of an integrated school dealing with learners with visual impairment in

the division, led the researcher to investigate the teachers attitudes towards inclusion

of learners with visual impairment.

From the researchers findings it was clear that most of the teachers have positive

attitude towards the inclusion of learners with special needs. However these teachers

lack the knowledge, skills and equipment to handle learners with special needs. The

researcher therefore recommend the Government to train more teachers on the area

ofSpecial Needs Education.

The~ Teachers Service Commission (TSC) need to post contact teachers (at least one

contract teacher) in every regular primary school who would work together with the

itinerant teacher.

There is also need to give special allowances to the contact teachers in regular

primary schools.

viii

LIST OF ABBREVIATIONS

KIE : Kenya Institute of Education

KISE: Kenya Institute of Special Education

KIV: Kampala International University.

USA: United Stated of America

V.1.: Visual Impairment

V.F: Visual Field.

WHO: World Health Organization

LVPK: Low Vision Project Kenya.

LP: Light Perfection.

LVDs: Low Vision Devices

KNEC: Kenya National Examination Council

PMG: Parent Mobilization Group.

KUB: Kenya Union of the Blind

SSI: Sight Savers International

ix

DEFINITION OF TERMS

Visual Impairment: These refers to a condition of the eye hindering a person to see

normally. This maybe due to damage of the eyes.

Inclusion: Is recognizing individual differences of learners, enabling them to obtain

quality life and education within their natural environment.

Attitude: This refers to a negative or positive way a person thinks or behaves towards

other persons.

Inclusion education: This is the education, which is offered to children with special

needs within the main stream of education using all the available resources.

Impairment: This refers to any loss or abnormally of psychological, physical or

anatomical structure that result from a disease, accident or genetic factors.

Adoption: Making suitable for a new need, use of situation.

Disability: Lack of ability to perform an activity in the normal way.

x

CHAPTER ONE: INTRODUCTION

1.0 Introduction

During the olden days that before 17t1~ century, people with disabilities suffered

rejection and neglect. Families and communities had negative attitudes towards any

kind of disability. They regarded disability to have been caused by witchcraft, curses or

even punishment from God for wrongs done by people. It was considered contagious

and persons with disabilities were isolated and their needs were not adequately provided

by families and the community at large.

in Greece the people of Sparta used to kill babies who were born with distinct disability

features. Also some great philosophers as Plato and Socrates condemned people with

disabilities as not capable of reasoning and so could not learn. Randiki (2002)

Additionally some Africa communities used to throw such children in the bush or in the

forest and any weakling was not to be given any chance to live, for they were

considered a burden to the rest of the community. Other communities used to kill their

disabled and those who survived were hidden in the homes, in fact families with

children who were handicapped were also discriminated upon, and even people could

not marry from a family with a history of disability in their genealogy.

These negative attitudes of the society towards persons with disabilities have persistent

through out the history of special needs education. Due to society’s attitude, the earliest

names of the people with special needs had negative connotations. This is because the

names were abusive, derogative and dehumanizing. These names are idiot, moron,

imbecile, dumb and cripple among others. Relatedly in Kiswahili worlds like Kiziwi,(

deaf) Kipofu (blind) and Kilema(cripple) were used to demoralize people with

disabilities.

Theses attitudes of the society have negative bearings on services for children with

special needs.

In the 18th century some individuals saw the potential in children with disabilities and

started teaching children with special needs at family level. For example in 1685 AD

Didymus was reported to have been the first person to devise touch reading materials

for the visua1l~ impaired in Alexandria. Juan Martin Pablo Bonet of Germany lived

between 1579-1620 developed one hand manual alphabets for the visually handicapped.

1

In the 19th century in Europe and U.S.A a practice called institutionalization was taking

place. Institutionalization was a service provision whereby a residential facility was put

to house children with special needs protect them from neglect. Randiki (2002)

The earliest education to persons with disabilities was purely rehabilitative and medical

care. Time was wasted by trying to reverse disability.

Even during this time people with disabilities were seen as lesser beings. According to

Ndururno (1993) in Kenya when custodian approach was introduced, churches plus

service providers visited them and gave then special services and education. This started

after started after the 2~’ world war. In Kenya special needs education started during the

Second World War to rehabilitate army officers who returned with injuries from the

second war in 1945. Most of the school~ were started in late 1940’s and early 1960’s by

churches and non governmental organizations. The churches and other non

governmental organizations supported education for children with special needs, then

came the societies and associations for and of persons with disabilities. These were

formed to supplement government efforts in the provision of services in education,

health care and social welfare. This is the time the Kenya society for the blind (KSB)

was started in 1956.

Historical overview of education provision and development for learners with visual

impairment. According to Flanel Randiki (2002), it was in the 18th century when

individuals and families saw the potential in children with disabilities and started

teaching them at family level, In 685 AD Didymus decided to devise touch reading

materials for the visually impaired in Alexandria. At the same time Juan Martin Pablo

Bonet of Germany developed one hand manual alphabet. There was alternative living

conditions within community setting. This was called Deinstitutionalization. Some

children were placed in special classes within the regular schools. Others were placed

in small homes attached to regular schools.

During the regular education initiative level provision of education was at integration

level. During integration, children with special needs had to pass a test so as to qualify

for integration. This was discriminative because integration was for a few subj ects in

which a child with special needs was able to do.

Later inclusion period came. This was after the international year for the disabled 1981.

Many organizations “of:” and “for” persons with disability organized themselves and

2

fought for quality of education to be provided. This inclusion period proved that

children with disabilities who went to regular schools got better education than those in

special schools.

This made them aware that provision of education through inclusive education was the

best option. Inclusive education is being practiced in many countries of the world

including Kenya.

Churches and other non-governmental organizations continued to support education for

children with special needs. There was provision of services in the area of education

social welfare and health care in Kenya. Flanel Randiki (2002). In Kenya some of the

first societies and associations for persons with disabilities were formed. For example

Kenya Society for the Blind (KSB) was started in 1956. Later persons with disabilities

formed organizations to lobby and advocate for their rights and interests. These

organizations are referred to as “organizations of”. For example Kenyan union of the

Blind (KUB). After some time support groups were formed by parents and other well

wishers of children with disabilities to offer support services to them. Among the

organization was Blinden Mission.

Parent mobilization group (PMG) and for the visually impaired children sight savers

international (SSI) was formed.

Evaluation of learners with special needs in education is done by teachers or Kenya

National Examination Council (KNEC). Examination scripts for learners with visual

impairment may be written in braille or large print for the low vision.

Extra time of 30 minutes is given during the examinations for the learners with visual

and motor coordination problems. Tactile diagrams are usually provided for the totally

blind learners.

All these efforts give moral support to the learners with visual impairment.

1.1 Background of the study

In Kenya the first school for the visually impaired was started in 19945 and was called

Thika School for the blind. Ndurumo( ~993). It was started by the Salvation Army and

was meant for rehabilitation. Sectional paper number five of 1968 focused on care and

rehabilitation for children with special needs.

3

In the 20th century institutionalization was phased out and children with special needs

were segregated and placed in special programmes. On this note, the following were

started, special schools, approved schools, small homes and units for children with

disabilities to mention but a few. These schools grew in number and separated children

with their families and communities. Services provided did not meet educational needs

for the children. (Randiki 2002).

Voluntary and non governmental organizations such as rotary club, Kenya Red Cross

and other individuals played a leading role at the start of special needs education.

Churches also played their roles, as they provided medical care food, recreation and

other facilities within the rehabilitation homes. Education was being managed by

churches like Salvation Army and Lutheran Church. These churches were involved

right from the start with activities of praying counseling and Rehabilitating victims.

Voluntary and non-Governmental organization such Rotary Club Kenya Red cross and

other individuals also played a leading role at the start of special needs education KISE

(2002).

1.3 Statement of the problem

The researcheiE has noted with great concern that there are learners who are visually

impaired in regular schools in Dagoretti Division.

Therefore the researcher has decided to carry out a research on the attitudes of regular

teachers towards inclusion of these learners in the regular primary schools.

1.4 Objectives of the study

The general objectives / the purpose of the study was to find out the attitude of the

regular primary school teachers towards inclusion of learners with visual impairment

into regular schools in Nairobi District.

The study specifically;

1. Found out the teacher’s knowledge and understanding of visual impairment

2. Examined the causes of visual impairment

3. Established the effects of Visual impairment

4. Found out the policies the Kenyan government took on visually impaired students

4

1.5 Research questions.

1. What is the teacher’s knowledge and understanding of visual impairment?

2. What are the causes of visual impairment?

3. What are the effects of Visual Impairment?

4. What policies the Kenyan government has taken on visually impaired students

1.6 Significance of the study.

The study led the researcher to the knowledge of the problems faced by the teachers

teaching learners with visual impairment in an inclusive setting.

If the study shows negative attitude of teachers the researcher will lead to the change of

attitudes of the regular teachers towards inclusion of learners with visual problems.

The ministry of Education Science an~I Technology will see the need to have more

teachers trained in special education to handle these learners.

The teachers’ service commission will see the need to give incentive to teachers trained

to handle the learners with special needs. The Ministry of Education, Science and

Technology will be able to set aside more money enough for the learners with special

needs in education to cater for their needs. The administrators will have proper

adoption of the curriculum to suit the learners with visual impairment. The Kenya

institute of Education (K.I.E) will be in a position to produce books and other learning

resources needed by the visual impaired learners in the regular schools. The Kenya

Institute of special education (KISE) will need to expand its training of teachers up to

degree level and may be up to masters, for more teachers to be trained in the area of

visual impairment.

1.7 Scope of the Study

The study covered Dagoretti Division in the selected schools that include: Riruta

Satellite, Gatina Daggoretti muslim, H. .G.M,Kabiria, Janihuri, Bagathi, Joseph

Kangethe, Gitiba, Dr.Muthiora, Kawangware, Ndurarua. The study considered a

period of one year from 2006-2007.

5

CHAPTER TWO: LITERATURE REVIEW

2.0 Introduction

This chapter reviews literature in relation to the challenges facing teachers teaching in

regular schools and have learners with visual impairment in their schools.

According to KISE (1993) the characteristics of visually impaired children are:

Rubbing the eyes often, blinking constantly, Stumbling or tripping over objects

Holding a book too far when reading, Tilting the head to one side, Frowning when

trying to see things at a distance, Inability to write on straight line, Avoiding reading

According to Ndurumo (1993) the characteristics of visual impairments are as follows:

Eyes turn in or out at any time, Red or watery eyes, Encrusted eyelids, Frequent styles,

Swollen eyes, Focusing difficult, Rubs eyes frequently

The knowledge of characteristics of learners with special needs to teachers is important.

This is because the regular teachers will be in a position to identify the learners with

special needs iii the class or in the school for early intervention and proper placement.

The regular teachers will conduct guidance and counseling to the children and their

parents. The teachers will be able to sensitize the community through parents meetings

and they (community) see the need to take children with special needs to school.

According to Kenya Institute of special education (1993) children with visual

impairment are in three categories.

These are; Low Vision, Limited vision children, Blind children.

According to Lower Field (1981) the categories of visually impaired are stated in three

main categories as follows: Totally blind, partially blind, Blind.

Learners with visual impairment have diverse needs and therefore cannot be dealt with

as one group. Different people and authorities have t4ried to provide appropriate

services for them.

People with visual impairment may be categorized using the following criteria;

Visual acuity, Visual field and visual functioning.

The visual acuity is tested for near and far distance. Visual acuity testing will help

con±irm the better eye.

The visual field tells the area the eye can see at the sides. The eye is supposed to view

1800 at the sides. The eye is supposed to view the sides. The eye is supposed to view the

6

sides, below and above. When the viewing degree is less than 100 , the person is

considered to have tunnel vision.

A totally blind person will have no visual field. Kimani (2003)

Visual functioning blind person refers to the ability of a person to perform visual tasks.

According to the World Health Organisation statistics of global blindness, only 25% of

nearly 150 million people with visual impairments are totally blind, while 75% have

some degree of useful vision. Therefore the WHO categorizations are: Blind- those with

no light perception. .And Low vision-those persons with a visual acuity of less than

6/18 to light perception and a visual field of less than 100.

The low vision project Kenya categorization of children with visual impairment is

according to their special education needs.

The categories are from category one to category five. The project is based at the

Presbyterian Church of East Africa (PCEA) Kikuyu Hospital. It also uses visual acuity

and visual field as the basis of categorization. Persons with visual impairments are also

categorized according to the medium of reading and writing, either print or Braille.

The same categorization tries to demarcate learners who will need to use low vision

devices to enhance visual functioning, and those who can cope with print by modifying

the learning environment. {Kimani 2003).

The categorization of visual impairment should be that of World Health Organization

(WHO). It explains only two main categories of visual impairments and how the two

conditions affect learning.

7

Table I: The earliest schools for

children with special impairment.

children with visual impairment. Schools for

Name of the school Sponsor(s) Year started

Thika school for the blind Salvation Army 1945

Egoji school for the blind

(Now St. Lucy) Catholic Church 1958

Saint Oda Siaya

Kobos school for the blind Kisumu

Likoni school for the blind Catholic church 1961

Thika High school for the blind

Salvation Army 1963

Salvation Army 1968

Salvation Army 1967

Source: Randiki (2002)

Therefore it can be noted that most to the schools were started in late 1 940s and early

1 960s by churches and non- governmental organizations.

The training of teachers of the visually impaired started in 1980 at High ridge Teachers

Training College which was for Si level.

The training then moved to Kenya Institute of special Education (KISE) in 1986 and

was upgraded fo diploma level in 1987 up to date. KISE is currently offering distance

learning to teachers to learn and acquire knowledge of the learners they handle.

In Kenya today there is an adapted systematic approach in implementing inclusive

education. The ministry of Education, Science and Technology is now developing an

inclusive education policy.

Therefore the development of special needs education has undergone the following

periods.

In Nairobi Province inclusive education has not taken root since there are very many

special schools in the district.

8

For example Ja~caranda School for the mentally Handicapped, Dagoretti special school

for the physically handicapped and Waithaka School for the mentally handicapped.

There are also special units in some regular schools whereby learner’s needs are

addressed and later integrated in the mainstream. For example Kilimani Primary School

runs an integrated program and has a unit for the visually impaired.

In Dagoretti Division there is a special unit for the mentally Handicapped at Holy Ghost

Mission (H.G.M) Primary School. This means that other disabilities are not addressed.

The visually impaired do not have a unit in the Division or a special school where they

can be handled.

Having lived and worked in Dagoretti Division for several years as teacher the

researcher has keenly witnessed learners with special needs being withdrawn from

public primary schools. After withdrawal they are taken to special schools. Very few pf

they learn along with their “normal” peers in regular schools. It is such challenges

experienced in~ these schools that lead the researcher to create a keen interest in

investigating the attitude of regular primary school teachers’ forwards inclusion of

learners with visual impairment in Dagoretti Division in Nairobi District.

2.1 Conceptual frame work

Attitudes

Knowledge of ~fectsVisualimpairment

_______________ DependableVariable

IndependentVariables~

The main variables of this study are Teachers attitudes have been considered in the

study as Independent Variable. These variables have been analysed in relationship to

performance which is the dependant the variable. The variables are as summarized in

the following conceptual framework.

9

2.2 Teacher’s knowledge and understanding of visual impairment

This is an impairment, which affects sight. Children with visual impairment require

special materials, equipment and specialized techniques in order to learn.

The term visual impairment includes both partially seeing and blind children. The

impairment affects a child’s education performance even if it is correct. According to

Ndurumo (1993) visual impairments are classified into medical! legal and educational

definitions.

The medical! legal definition as it classifies visual impairment is quit inadequate for

educational purposes. This is because the later does not differentiate between the total

blind and the partially sighted. Again the medical! legal defmition does not take into

account the importance of near vision or reading vision.

World Health Organization (WHO) gave a working definition. WHO defmed no vision

as the person who has gone to hospital, treated and corrected his/her vision acuity (V.A)

is worse than 6/18 or less and visual Field (V.F) less than 100 according to low Vision

Project Kenya (LVPK) at Kikuyu eye clinic Visual impairment is categorized in five

categories as follows:

Category 5 - people gone to hospital treated and corrected and their Visual Acuity is

better than 6/18

Category 4 - people who their Visual Acuity is less than 6/18.

These people use print to read with or without magnification.

Category 3 - people with visual acuity worse than 6/18. These people use low Vision

Devices (LVDs) e.g. telescope. They also use Print.

Category 2 - people with Visual Acuity Worse than 6/18. These people use low Visual

Devices (LVDs). They also use Braille machine.

Category 1 - these are people with No Light Perception (NLP) use Braille Machine for

writing or any communication.

If all teachers can have knowledge and understanding of visual impairment, they can

be able to identify children with visual impairment at an early age for early intervention.

The knowledge and understanding of visual impaired children should start right from

pre-school teachers, parents and even caregivers. This would eliminate the several

cases identified in children at a later age in schools. ~——-——

10

2.3 Causes of Visual Impairment

According to Pied Crow (1997) special magazine issue no. 50, the causes of visual

impairment are diseases for example venereal diseases, trachoma and measles. Other

causes stated in the magazine are lack of proper nutrition to the mother and the child

during the pre-natal and post natal development of the child. Also accidents are stated

such as road accidents, accidents at home and at work. According to Ndurumo (1993)

causes of visual impairment in Kenya taken from another person’s research known as

Calcott (1956) who conducted a study to find out the causes of visual impairment in

Kenya between 1953 and 1956, using 1,093 blind people.

His findings are as shown in the table below.

Table II: Causes of blindness in Kenya

Cause Number PercentageSenile 477 4.3.6CataractPanophthalmitis 183 16.7Ulceration of the Cornea 182 16.6Optic atrophy 62 5.7Glaucoma 50 4.6Trachomatous Scarring 40 3.7None-Senile cataract 25 2.3Irido-CyclitisInjuryOnchocerciasis 15 1.4Retinopathies -

Degenerative conditionsTotalSource: Ndurumo (1993) page 192

According to Kimani (2003) the causes of visual impairment are diseases and albinism.

Examples of diseases given are optic atrophy, xerophthalmia, glaucoma, trachoma and

cataract. These diseases if not treated can cause blindness.

Vitamin A deficiency and retinal problems are also mentioned as causes of visual

impairment.

11

These causes of visual impairment will help the teachers to accept learners with visual

problems in the classrooms.

The teachers will need to take the learners for assessment at an early stage.

2.4 Effects of visual impairment.

Motor Development: Visually impaired children who engage in motor related activities

such s climbing and wrestling with sighted children are more self-confident. They have

better developed motor co-ordination. On the other hand, those who do not engage in

such activities are somehow deficient in motor related activities. (Ndurumo 1993).

Academic Effects: Children who are born blind may have restricted concept

development because of lack of vision. This is because vision plays vital role in

environment input.

Children assimilate and integrate in the brain what they see in the environment.

“The range of types of experiences for a totally blind is restricted to a much smaller

segment of his environment than the range for a normally seeing child.” Ndurumo

(1993).

Behaviour problems: One of the behaviour problems reported in visually handicapped

children is called blindlism.

It is a stereotyped behaviour in which visually impaired children manifest certain

behaviour patterns and mannerisms. Ndurumo (1993).

According to Lower Field (1981) the effects of visual impairments are that, the

blindness restricts the individual in three basic ways.

In his! her range and variety of experiences inability to get about in his control of the

environment and himself in relation to environment. The range and variety of

experiences of the person born totally blind is restricted because he!she must build is his

conception of the world. This is by use of the remaining senses.

Social Effects: “Normal” learners learn social skills naturally, incidentally and

effortlessly. However, for children with special needs these skills need to be taught to

them? Mburu P.N. (2002) states that observation and imitation by children with visual

impairment is limited to the use of the remaining senses. So to them acquisition of

appropriate greeting skills will be seriously affected during their growth and

development. Therefore children with special needs need to be trained on positive

12

social skills and be discouraged on the undesirable social behaviors. These behavior

problems are called blindism. The visually impaired persons (total blind) are restricted

in the control of the environment and him until the individual is taught orientation and

mobility skills. The low vision needs devices, which will enable them to move about.

For example the optical devices like the spectacle-mounted magnifier are necessary for

the low vision tb substitute sight while reading.

Learners with visual impainiient need to be taught on activities of Daily Living Skills

(DLS) which they need for daily routine.

2.5 Educational Policies in Kenya for disabled persons

Several policies and sessional papers in Kenya mentioned issues to do with providing

every learner with quality education. The first attempt towards drawing up a policy

document addressing the details of special education was in 1976. The details were in a

commission by Gachathi. According to this commission there was need for coordinated

assessment of learners with special need education.

It highlighted key factors in making inclusion a reality. If the recommendation of this

commission were put into action, inclusive education would have taken root in Kenya.

In the year 2001 the ministry of education, science and technology again made attempts

to revive the writing and setting up a policy document on special education.

Without a policy and legal dispensation all education services to persons with special

needs in education will continue to be charitable and benevolent in nature. {Randiki

2002).

Kenya has consistently signed every document committing the country to the provision

of education for all. At the implementation level however, very little has been

achieved. It is hoped that the free education will cater for children with special needs.

Then the inclusive will be implemented.

This will mean that learners with visual impairment will be catered for in the regular

schbols.

Attitudes: This is a predisposition towards a particular cognitive, emotional or

behavioural reaction to an object, individual, group situation or action. Bernstein

(1988) and Reber (1985) defined attitude as a notion of intention or readiness to act.

13

Traditional beliefs of people towards people with disabilities: Cultural practices all over

the world have been unkind to persons with disabilities. From time immemorial

persons with disabilities were viewed as objects of bad omen and this led to their

killing, abandoning and even being sacrificed to the gods. Most of these harsh

treatments are not there today however a resistant challenge called attitude has remained

in people. It is our attitude that makes us believe that learners with special needs cannot

learn comfortably in a regular school.

People easily associate learners with special needs or with disabilities with special

schools. These cultural practices and attitudes can change if these learners are taken to

the regular schools, supported there and given the necessary help to succeed.

This will overcome the negative attitudes hence the parents and communities will be

more responsive to their educational needs.

From the traditional view education was offered first to the boys in the family then girls

and the last to be considered was a disabled child.

Some African communities used to throw such children in the bush because women

were expected to give birth to health babies.

The disabled were considered as a burden to the community. Families with disabled

children were discriminated upon. People could not marry from a family with history

of disability. Due to society’s attitude names given to people with disabilities were

abusive, derogative and dehumanizing. {Randiki 2002).

Inclusive Education: This is the education which is offered to children with special

needs within the mainstream of education, using of the available resources. Schools for

all (2002) define inclusive education as “inclusive education is a process of increasing

the participation of all learners including those with disabilities”. Randiki (2002)

defines inclusive education as the process of addressing the learner’s needs within the

mainstream of education using all available resources. Thus, creating opportunities for

learning in preparing them for life. Inclusive education emphasizes on quality, access

and opportunity to education. Inclusive education review schools and systems and

change them rather than trying to change the learner. These definitions give support to

education of learners with special needs in regular schools.

The definition given by schools for all (2002) is not fully satisfying for it the learners’

participation is increased, of course resources will be needed to increase the

14

participation of these learners. The definition has not mentioned the use of resources to

the learners wit~i special needs.

Inclusion: Inclusion means recognizing individual differences thereby enabling those

individuals obtain a good quality of life in their natural environment.

Inclusion means adjusting the home, the school and the society at large.

This enables all individuals to have a feeling of belonging and develop in accordance

with their potentials and difficulties within the environment.

Inclusion in education is known as inclusive education.

This knowledge of inclusion is essential to regular teachers for they will be able to

adjust the school to fit the learners with special needs. {Schools for all 2002). Inclusive

education has the following benefits. Learners learn near their homes, it is cheap equal

opportunities to children with special needs to compete with other learners in the

regular schools. Inclusive education helps the learners to develop self-esteem especially

in a differentiated curriculum, whereby learning is child centered. This help the

children with special needs explore their potential like their mates. Inclusive education

can improve the quality of education for all. It can overcome discrimination. It

challenges discriminatory attitudes in the community, helping parents to think

positively about their disabled children and promoting wider social inclusion.

Inclusive education promotes activities, which help disabled learners to develop their

full potential becoming self-reliant and participate in their own communities.

Acknowledges differences and respect differences in age, gender, ethnicity, language,

disability, HIV and TB status. {Schools for all 2002).

Despite many advantages of inclusive education there are barriers to making it a

sucpess. These barriers include: Negative attitudes to disability, physical access, class

sizes, dependency, lack of trained personnel and lack of community involvement.

Negative attitudes to disability are the biggest barrier to disabled from inclusive

education.

Traditional beliefs, fear, taboo, shame, economic values about human life, result and

dignity all encourage negative attitudes.

In all societies there is need to raise awareness of the fact that disabled children have the

same rights and needs as other children. Overcoming negative attitudes presents an

enormous challenge, but it is the key to ~roviding inclusive education. {Schools for all

15

2002). Once children reach school, there are other physical access issues to consider,

like entering school buildings and ease of movement.

The school buildings need to be made accessible to learners with special needs. There

should be ease of movement around the teaching and recreation areas.

Class Sizes: Large classes are a barrier to inclusive education and the inclusion of

learners with special needs all the regular schools.

With the free education introduced in Kenya now, the classes range from 60 to more

than 100 with inadequate resources.

Teachers need to be taken for in-service courses on how to handle this large class in an

inclusive setting.

Dependency: High-level dependency of some disabled people on their careers can be a

barrier to inclusive education. In some cases leave disabled children venerable to

abuse. The more dependence children are, the more venerable they are to neglect,

mistreatment and abuse. Transparency in are relationship is important for enabling

children ask for confidentiality or assistance in preventing or dealing with

mistreatment. {schools for al12002).

Lack of trained personnel: Lack of trained teachers to teach learners with special needs

in education. There is lack of enough medical personnel to liaison with the few teachers

available.

Lack of conim~nity involvement: In all societies, there is need to raise awareness of the

fact that disabled children have the same rights and needs as other children.

Overcoming negative attitudes presents an enormous challenge, however it is the key to

providing inclusive education. There should be community involvement in education

inclusive education is to be successful. Parent’s participation is very essential whereby

parents from organization or form support groups for the sake of helping children with

special needs. The children in the environment would build up their self esteem as they

see the community giving them a hand. The community is responsible of providing

physical access to the children with special needs. This is by building roads such that

children using white cane can move with ease. Thus, making roads more accessible to

schools. The community is also responsible of making school building accessible to

these learners. That is instead of stairs, ramps can be put. The classes should have

white doors and good lighting.

16

CHAPTER THREE: RESEARCH METHODOLOGY

3.0 Introduction

This chapter deals with research design, target population, sampling, validity of the

instrument, instrument reliability, data collection procedure and data analysis technique

that the researcher will use to identify attitude of regular primary school teachers

towards inclusion of learners with visual impairment into regular schools in Dagoretti

Division in Nairobi District.

3.1 Research Design

Attitude of regular primary school teachers towards inclusion of learners with Visual

impairment into regular school in Dagoretti Division - Nairobi District. The study falls

within the export facto design which has been defined by Kerliger (1973), because their

manifestations have already occurred or they inherently not manipulate, inferences

about relationships among variables are made without direct intervention for

concomitant variation of independent and decedent variable.

The rationale for selecting this design lies in the fact that the events being investigated

have already taken place and the researcher could not manipulate then in any way.

Such variable include: age, sex, academic, professional qualification and teaching

experiences.

3.2 Research environment

The target population consists of all teachers teaching in public primary schools in

Dagoretti Division. There are 22 Public Primary schools in the Division.

3.3. Sample selection and size

Due to the vastness of the area the researcher will only study 50% of the total

population the schools studied were coupled from the total population of 22 schools. In

order to ensure gender balance on the respondents purposive sampling was carried out

after randomly selecting the schools to be studied purpose sampling was to ensures that

there was equal presentation of male and female teachers participating in the study.

17

The sampling procedures used by the researcher are stratified random procedure. The

researcher has used this procedure because there are many women teaching in Nairobi

than men, therefore this sampling will have gender balance.

3.4 Research Instruments

The researcher has chosen the instruments /tools as questionnaire of ten questions which

re both open and closed ended.

The researcher has used questionnaire because it can be sent to distant respondents and

the respondents are free to say what they want since they are not revealing their

identities or names.

The questionnaire was divided into three sections with part one sought demographic

information from the respondents part two sought the knowledge of inclusion from

respondents and the other part sought the attitude of respondent towards inclusion of

learners with visual impairment.

3.4 Data Collection Procedures

The data was obtained by use of Questionnaire method. The researcher used closed and

open headed questions to solicit information the questionnaires developed were

distributed to the schools with the penfiission from the Ministry of education through

the Headteacher.

3.5 Data analysis procedures

Once the questionnaires were collected from the respondents, they were numbered and

sorted out for incompleteness, unclear responses and then they were coded. The

resj~onses were tallied for each question and then frequency and percentage tables were

used to present the data. The data is interpreted in narrative form.

3.7 Limitation of the study

The limitations of the study are the conditions, which challenges the researcher faced

during the research.

With the free education introduction in the country, the number of learners in classes is

large. Since the researcher was on duty there was marking of the learner’s books and

18

daily preparations for the learners who were of different abilities. Therefore, time was

as scarce as gold. This was evident when taking the questionnaires to the respondents

and collecting them since I had to seek pennission every time I was out. Some teachers

were not cooperative and did not return some questionnaires. They thought they were

benefiting the researcher.

3.8 Delimitations

Some of the faëtors which helped the researcher to gather information were:

Cooperative head teacher who was willing to offer permission when taking and

collecting the questionnaires.

The knowledge of the geographical area such that moving from one school to another

was not difficult.

The respondents were able to read and understand the questionnaires by themselves.

This was because the questionnaires were written in English and all the respondents

were teachers.

19

CHAPTER FOUR: DATA ANALYSIS

4.0 Introduction

This chapter presents the results of data analysis of the attitude of regular primary

school teachers towards learners with visual impairment. The researcher decided to

prepare questionnaire for the teachers in regular primary school in Dagoretti Division.

The questionnaires were to be filled in by teachers teaching all the classes in the regular

prii~nary schools sampled.

The researcher had a sample of 11 public schools which were to fill in the

questionnaires. All the questionnaires were 44 and each school was to fill in four

questionnaires. 36 questionnaires were returned out of 44 questionnaires. Therefore the

researcher used a total number of 36 respondents. The information obtained from the

finding in the field was presented in the following frequency tables.

4.1 Findings from Research question ~ne

Table Ill: Ways of knowing the blind child

RESPONSE FREQUENCY PERCENTAGE %

Guided/assisted 2 5.7

Behaving in a manner to 21 58.3

tell there is no sight

Never seen blind 11 304

No response 2 5.6

Total 36 100

Source: field Research

According to tile results on the table above there is prove that most of the respondents

can tell through behavior and observation that a person is blind.

Thus the teacher can be able to identify a child with visual impairment.

Therefore this gives a positive attitude towards these learners who are blind.

From the results of question two (2) there are many respondents who are aware that

blindness is brought about by diseases.

20

Table IV: The causes of the blindness?


Diseases 28 77.8

Witchcraft 0 0

Curses 0 0

Inheritance 4 11.1

Non-response 4 11.1

Total 36 100


The research findings indicate that 28(77.8%) of the respondents are aware that one of

the causes of visual impairment is diseases. 4(11.1%) of the respondents said that

visual impairment is caused by inheritance and no response consisted of 4(11.1%) of the

sample population did not know the causes of visual impairment. This proves that the

teachers can refer the visual impairment learners to hospital for medical attention; since

they already know the cause of visual impairment is diseases.

Table V: Do you have any child/children with eye problems in your class?


Yes 23 63.9

No 13 36.1

Total 36 100


According to the table above, quite a number of the respondents have learners with eye

problems in their classes.

Therefore, the respondents need to be sensitized on how to handle these learners, so that

the learners can benefits in their learning.

21

4.2 Findings from research question two

Table VI: blind children can learn along with their normal peers?


Yes 27 75

No 9 25

Total 36 100


The research findings indicates that 27(75%) of the teachers can allow blind learners to

learn along with their normal peers where’s 9(25%) of the teachers would not allow

blind children to learn along with their normal peers. From the above table is prone that

the respondents do not have skills of handling learners with visual impairments. This

shows that if equipped with the skills, equipments and materials they can be able to

support the inclusive education. If yes

Table VII: how do you help the child/children?


Sitthe child in front 16 44.4

Refer for medical attention 4 11.1

Not able to assist 14 38.8

No response 2 5.6

Total 36 100


The table above highlights that 1 6(44.4°<4) of the teachers can assist learners with visual

impairments in the classroom situations. Where as 14(38.8%) are not able to assist

these learners, a small numbers of respondents 4(11.1%) said they would refer the

children for medical attention. Few respondents 2(5.6%) never responded to the

question. This means that the respondent’s needs special education to help them to

handle learner’s special needs.

22

Table VIII: explain on how they can learn together

RESPONSE 1 FREQUENCY PERCENTAGE %

Use of teaching instruments 14 38.8

/Aids (brake) facilities

Improve environment 3 8.3

Assisted by the sighted 7 19.4

No response 12 33.3

Total 36 100


The study sought to find out if learners with blindness can learn together with others.

The~ responses were asked to explain briefly how blind children can learn along with the

others. Out of the population sample 14(38.9%) stated that with the use of braile and.

other teaching materials, the blind children can learn with their normal peers.

12(33.3%) of the total population sample did not respond to the question.

This means that they are not aware of what to do with a blind learner. 7(19.4%) of the

respondents stated that these learners can be assisted by the sighted learners. 3(8.3%) of

the respondents stated that with improved environment blind learner can learner

together with the others.

From the table there is prove that if teachers can be provided with the teaching Aids e.g.

braile and abacus plus improved environment blind children can learn along with their

peers. Others did not respond to the question and this may be the reason why they have

negative attitude towards these learners.

23

Table IX: Do you think the academic performance fall if you include these

learners in class?


Yes and positive reasons 7 19.4

No with reason 14 38.9

No without reason 14 38.9

Non response 1 2.8

Total 36 100


According to the results above, the respondents have proved to have positive attitude

since they think the academic performance won’t fall. The respondents can be able to

include these learners if they have the equipment and skills and teaching learners with

visual impairment.

Table X: In your opinion, what can be done to help these learners improve their

performance?


Use of relevant materials 15 41.7

Training and in servicing 12 33.3

teachers

Suitable learning 6 16.7

environment

Non response 3 8.3

Total 36 100


The study sought to find out each respondents opinion on what can be done to help

these learners improve their performance the findings indicate that 15 (41.7%) of the

respondents are of the opinion that by use of relevant materials learner with visual

impairment.

24

4.3 Findings from research question three

Table XI: do the other children in the school accept these learners with eye

problem?

RESPONSE FREQUENCY PERCENTAGE%

Yes 27 75

No 6 16.7

Don’t know 3 8.3

Total 36 100


The research findings indicate that most respondents 27(75%) have seen good

interaction of learners with eye problem along with their peers, whereas 6 (16.7%) of

the respondents have not seen them interacting with their peers, 3(8.3%) of the

respondents did not know what to answer, this may be because they don’t have this

learners in their classes. Since most respondents have seen good interaction of learners

with eye problem along with their peers, this proves that the respondents have positive

attitude towards these learners.

Table XII: What are some of traditional beliefs to the people with disabilities?


Witch craft and curses 11 30.6

Witch craft 6 16.7

Curses 13 36.1~Bad omen 3 8.3

Inheritance 2 5.6

Punishment from God 1 2.7

Total 36 100


The study sought to find out some of the traditional beliefs to the people with

disabilities. The findings indicates that 13(36%) believe that disabilities is a curse

whereas 11(30.6%) belief that it is caused by both witch craft and curses, still 6(16.7%)

25

believe that disability is from witch craft:3(8.3%) belief it is a bad omen 2(5.6%) belief

it’s inheritance and 1(2.7%) believe it is punishment from God.

There is significant evidence that most respondents believe that disability is a curse and

from witchcraft this may be the reason why they have negative attitude towards persons

with disabilities.

Table XIII: Do these learners have any problems in interacting with others?


Yes 20 55.6

No 14 38.9

Non response 2 5.5

Total 36 100


These research findings indicate that 20(55.6%) of the respondents said that learners

with visual impairment have problems in interacting with others whereas 14(38

50 of the respondents said that these learners have no problems in interacting with

others and only 2(5.5%) of the respondents did not respond to the question. The finding

indicate that most respondents have noticed that these learners have problem interacting

with others. This proves that negative attitude towards these learners. Thus teachers

need to be sensitive and trained on special education in order to support inclusive

education and erode the negative attitude towards these learners.

Table XIV: Explain briefly how you understand the term inclusive education.


Inclusive learners with special needs 24 66.7

with the others

Integrate learners in regular schools 10 27.7

Non response 2 2.7

Total 36 100


26

The research findings indicate that 24(66.7%) of the teachers have positive attitude

towards inclusions of learners with special needs, while 10 (27.7) if the teachers said

that the integrating learners in the reguiar school is the meaning of the term inclusive

education. Otherwise there is a non-response of 2(2.7%) of the teachers. This make the

researcher conclude that the respondents are willing to go inclusive, since most of them

have defined the term inclusive education, however number eight creates a barrier to

inclusive education.

The research concluded that if these teachers have necessary skills, equipment and

facilities there is prove that they can fully support inclusive education however there is

one respondent who does not know what inclusive education is.

Table XV: In your opinion how would you help learners with disabilities?


Guiding and counselling learners 10 27

Identifying, understand and give them 19 52.7

the help in a regular classroom

Place them in special unit and in 5 13.9

special schools

Non response 2 5.6

Total 36 100

Source: Field Research

According to the research findings from the table above it is evident that most

respondents can assist learners with disabilities. This is proved by the fact that

19(52.7%) of the respondents can help learners with disabilities by identifying

understanding and helping them in the regular classroom setting; 10(27.8%) of the

sample population can help learners through guidance and counseling which will make

them understand and accept themselves hence built the learners self-esteem. This will

poster positive attitude towards the learners and vice versa a few of the respondents

27

were not able to answer since some respondents did not know that to do with the

learners. This might be the reason why they said these learners should be put in special

units or taken to special schools.

teachers learners with eye

Table XVII: What should be done for effective and success implementation of

inclusive education?


Train teachers to teach in inclusive setting 18 50

Provide facilities/materials 8 22.2

Sensitive teachers to change their attitude 8 22.2

and the community

Build special units in regular primary schools 2 5.6

In servicing teachers in regular school 2

4.4 Findings from research question four.

Table XVI: As a teacher teaching learners with special needs especially those with

eye problems what challenges do you face?


Lack of facilities and materials 5 13.9

Lack of specialized teachers 20 55.5

Lack of time 9 25

Non response 2 5.6

Total 36 100

Source: Field research

The research also focused on the challenges faced by

problems in Dagoretti Division.

According to the results, out of the sample population 20(55.5%) face challenges

because they are not trained in special education whereas 9(25%) face a challenge of

lack of time. A few of them 2(5.6%) did not respond to the question. This might be the

reason why there is evidence of negative attitude since the teacher are not trained in

special education.

28

The study also sought to fmd out should be done for effective and successful

implementation of special needs education. The respondents were to giver their own

views according to the results above sample population 18(50%) were on the opinion

that teachers should be trained to teach learners with special need I an inclusive setting.

Therefore the researchc there is need to train teachers teaching in regular primary

school. This will enable the teachers to teach these learners with special needs.

There is evidence that there is need for provision of instructural material for the

successful implementation of inclusive education sensitizing the teachers in regular

schools and the community because 8 (22.2%) of the respondents indicate that few of

the respondents 29(5.6%) were of the view that building of special units in regular

primary schools would be an effective implementation of inclusive education.

This may be the reason why teachers pc~inted out that there is need for training teachers

on special education to teach in inclusive setting.

29

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.0 Introduction

This chapter deals with the summary, cQnclusions and the recommendations of the

findings of the study.

5.1 Summary

In a nutshell, the study aimed at investigating regular inclusion of learners with visual

impairment in Dagoretti Division in Nairobi District. The paper has five chapters.

Chapter one consist of the background of the study, research question and significance

of the study.

Chapter two consist of the literature review and body of knowledge leading this study.

In this chapter concepts of general information about impairment was also reviewed.

Chapter three consist of introduction, the target population which consisted of all

regular primary schools teachers in Dagoretti Division the schools were 22 total, the

schools sampled from the total population were 11. Purpose sampling was carried out

after randomly selecting 11 schools studied. The instruments used was questionnaire

which was divided into three sections.

Section one seeking demographic information for the respondents. Section two sought

to seek the knowledge of causes of visual impairment and the last section to find out the

teachers attitude towards learners with visual impairment.

In chapter four data was collected and analyzed. Frequency tables were used to present

the various responses obtained from the respondents. Percentage as a descriptive

statistics also used. After every frequency table, presentation was discussed after which

the attitudes towards the inclusive of learners with visual impairment was also presented

and explained.

Finally a set of conclusion and recommendation are in chapter five some of the

recommendation include more involvement in the government, teachers to be trained in

inclusive education teachers trained in inclusive to be given education incentives to

motive them to support learners with special education in the regular schools. Teachers

not trained in special education to be sensitized to support inclusive education.

30

5.2~ Conclusions.

On the basis of data collected the researcher can conclude that some of the challenges

faced by the teachers are that the teachers do not have the skills of teaching learners

with special needs. There is also evidence from the data that lack of instructional

materials and facilities is also another barrier to education. Another barrier to inclusive

education is the large most of the schools in the Division. All these have made it

difficult for inclusive education to the place practically in regular schools.

5.3 Recommendations.

According to the response in question four, the data analysis showed 100% response on

the implementation of inclusive education. There is urgent need to equip the teachers in

regular schools with skills of handling learners with special needs. To improve the

performance of the regular schools and given education along with their peers. From the

dat~ analysis in chapter four most of the respondents have positive attitudes towards

learners with visual problems. The respondents are ready to include these learners in the

regular schools; however they do not have the facilities and materials needed by these

learners. Therefore there is need to modify the present curriculum, current text books

and materials used in leaning. These will cater for the individual needs of these learners.

More special education officers should be ready to liaise with the special education

teacher to equip other teachers with some skills, use and care of the materials.

There is need for more teachers to be trained in inclusive education so that inclusive

education can take root in Kenya in se~vice courses for designated teachers should be

conducted in regular schools. These courses train teachers in becoming change agents in

their own schools.

31

References

African journal ofSpecial Needs Education Volume 6 No. 1 (2001)

Flannel Randiki (2002) Historical Development ofSpecial Needs Education.

NAIROBI. KISE Printing Press.

Kimani P.K. (2003) Distance Learning. Special Needs Education, Anatomy,

Physiology and Pathology of the Sensory System. NAIROBI KISE Printing

Press.

KISE (1993) Visually impaired children, special Education, in-service course for

teachers, distance Education Program NAIROBI. KISE Printing Press.

Mburu P.N. (2002) Distance learning, Development and Independent living skills.

Nairobi: K.I.S.E. Printing Press.

Ndurumo M.M. (1993) Exceptional children, Development consequences and

Intervention. NAIROBI. Longman.

Pied Crow’s Environnent special Magazine “Winners” issue No. 50 (1997).

Schools for all (Including disabled children in education). (2002). Grove Lane

London. Save the children publishers.

UNESCO-Ministry ofeducation and science

World conference on special education needs

Access and quality. Final report. (1985).

32

APPENDICES

Appendix A: Questionnaire

Please tick or fill in the spaces provided with the correct information or explain

precisely. This will help the researcher to compile and give an education report on

inclusive education

SECTION A

In this section, you are requested to be as precisely as possible

Part A: knowledge of the causes of visual impairment

1. (a) Have you ever met a child who is blind?________

(b) What made you know that the child is blind? ____________

2. What do you think are the causes of biindness?

Diseases Witchcraft curses inheritance

3. a) Do you have any child with eye problem in your class yes jj No

b) If yes how do you help the child?___________________

Part B: education provision

4. Do you think blind children can learn along with their ‘normal’ peers?

Yes No

If your answer is yes explain briefly__________________________________

5. Do you think academic performance will fall if you include these learners in

class?

Part C: attitudes

1. In your opinion, what can be done to help these learners improve their

performance?

Yes No

2. What are some traditional beliefs to the people with disabilities?

3. Do these learners have any problem in interacting with others?

Yes No

Part: inclusive education

33

4. Do you understand the term ‘inclusive’? Yes No

If yes explain briefly______________________________________

5. In your opinion, would you be willing to accept learners with disabilities?

Yes No

6. As a teacher, what challenges are faced by teachers teaching learners with

special needs especially those with eye problem______________________________

7. What should be done for effective and successful implementation of special

needs Education

34

ATTITUDES OF REGULAR PRIMARY SCHOOL TEACHERS ...

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