Factors influencing education participation for Learners with hearing impairments in special public primary schools in Meru and Isiolo counties- Kenya
Abstract
The global need for education as a key factor in a functioning society drives efforts to achieve higher education levels worldwide. In Kenya, students with deafness consistently underperform, with average KCPE scores of 150 marks compared to their hearing peers' 300-400 marks. Despite policies like Universal Primary Education (UPE) and significant budget allocations for learners with hearing impairments, these students face ongoing educational challenges. These disparities suggest that issues within education management may negatively impact participation for deaf learners. Addressing these factors is crucial to ensuring equal educational opportunities for all, regardless of disability. The study addressed the objectives on parental involvement, school physical resource management, placement option management and financial resource allocation influence on education participation for learners with hearing impairments. The study aim was to examine the factors influencing education participation for learners with hearing impairment in public primary schools for learners with hearing impairment in Meru and Isiolo Counties. The study was guided by Maslow's theory of motivation in learning. A phenomenological research design was utilized. The study targeted three primary schools handling learners with hearing impairments in Meru and Isiolo counties that is Kaaga, Njia, and Isiolo School for learners with hearing impairments . The target population comprised a total of 559 participants including headteachers (3), teachers (45), parents (248), learners (254), and support staff (9). Sampling for the participants was done through both purposive sampling for teachers (3), parents (3), and learners (6) as well as census sampling among the headteachers (3) and the support staff (9) to arrive at a sample size of 24 participants. Data collection tools utilized were open-ended questionnaires for the head teachers, interview schedules for learners, parents, and class teachers, observation checklist, document analysis and focus group discussions. Piloting of the instrument was done in Tharaka Nithi County to help establish the validity and reliability of the instruments. Reliability of the instrument was attained through triangulation involving different instruments for different participants. Thematic approach was used to analyze the qualitative data. Ethical issues like confidentiality were observed throughout the study process. The presentation of the data was through narrative description. The study revealed that parental involvement was minimal, financial allocation in schools was inadequate, assessment of learners for placement was not effectively done and school physical resources were inadequate. The study concludes that parental involvement in education is minimal, which may negatively affect student outcomes. Financial resources allocated to schools are insufficient, hindering their ability to provide quality education. Learner assessments for proper placement are ineffective, potentially leading to misplacements. Additionally, inadequate physical resources in schools further limit the learning environment and student success. The study recommended that more funding should be done through alternative methods rather than relying on the government only, multidisciplinary teams be availed for assessment and establishment of more placement centers by the government, and parental mobilization on the need to be effectively involved in the education affairs of their children and physical resources be availed in the schools for learners with hearing impairment through engagement of relevant Further studies can be done in inclusive setting, other counties and secondary schools.
Publisher
KeMU
Subject
Education ParticipationLearners With Hearing Impairments
Special Public Primary Schools
Meru and Isiolo Counties
Kenya