TRANSITIONAL CURRICULUM AND COMMUNITY INVOLVEMENT AS PREDICTORS OF INDEPENDENT LIVING AMONG LEARNERS WITH INTELLECTUAL DISABILITY IN MURANGA AND KIAMBU COUNTIES, KENYA

Authors

  • Mary Wangui Makumi Dr., Department of Special Needs Education, Kenyatta University, Kenya
  • Geoffrey Karugu Prof., Department of Special Needs Education, Kenyatta University, Kenya
  • Mary Runo Dr., Department of Special Needs Education, Kenyatta University, Kenya
  • Jessina M. Muthee Dr., Department of Special Needs Education, Kenyatta University, Kenya

DOI:

https://doi.org/10.46827/ejes.v8i7.4032

Keywords:

independent living, community preparedness, transition and intellectual disability

Abstract

Successful transition from school to the community for learners with intellectual disability is important in laying foundation for independent living. The opportunity to acquire a quality education that would result to successful transition to the community leading to living satisfying and independent life is of great importance to any young person with intellectual disability. The specific objectives of the study were examining the transition curriculum offered to learners with intellectual disability and evaluating the community involvement in the planning for transition of learners with intellectual disability. The study adopted descriptive research design, which utilized both quantitative and qualitative research approaches. Target population was 239 head teachers, 405 special needs education teachers, 1,200 young adults in school, 600 young adult graduates and 199 opinion leaders a total of 2,643 in 9 special schools and 230 special units while the sample size was 278. Respondents comprising head teachers, teachers, young adults with ID and opinion leaders were selected using purposive sampling and simple random sampling techniques. Questionnaires and interview guides were used to collect data. The study established that the curriculum offered in most of the special schools and units would prepare learners with intellectual disability to lead an independent life though, a significant proportion disagreed that they were taught how to apply and maintain employment. Availability and retention of teachers, provision of teaching and learning materials and classification of pupils according to ability were identified as major factors hindering full implementation of the curriculum to learners with ID. The study further found out that after learners with ID graduated from special schools/units, most of them went back home and were not engaging in any income generating activity. The main reason being most of them lacked support from the parents and community in terms of availing job opportunities and financial support to start businesses hence hardly leading independent life. The study recommends that; parents and community members be involved in transition planning and be willing to offer transition services as attachments, financial advice, job training and job opportunities; the government through the Ministry of Education needs to employ more trained teachers; create a special class in secondary schools for those of the borderline intellectual capacity; provide policy that the Ministries, NGOs, private sectors among others should employ young adults with ID to promote independent living.

 

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Author Biographies

  • Mary Wangui Makumi, Dr., Department of Special Needs Education, Kenyatta University, Kenya
    Dr. Mary W. Makumi is currently a Special Needs Educator working for Teacher´s Service Commission; she heads a national institution of learning for learners with physical impairments and has been a scholar in the department of Early Childhood and Special Needs Education in the School of Education, Kenyatta University, Kenya. She holds a PhD in Special Needs Education, Master of Education in Education Administration, Bachelor of Special Needs Education all of Kenyatta University, Kenya. In addition, she has a diploma in Special Education and a certificate in primary education. Her research interest; special education, inclusive education, intellectual disability, physical disability, management of special needs education, emotional and behavior disorders.
  • Geoffrey Karugu, Prof., Department of Special Needs Education, Kenyatta University, Kenya
    Prof. Geoffrey Karugu is senior lecturer in the Department of Early Childhood and Special Needs Education, School of Education of Kenyatta University. He has researched and published many articles in the field of inclusive education, learning disabilities, intellectual disabilities, gifted and talented, guidance and counseling. He is professor, holds Ph.D. in Education from Illinois, U.S.A., Master of Arts (M.A) From Governors State University, U.S.A. and Bachelor of Arts (B.A.), Trinity Christian College, U.S.A. His research interests; Inclusive education, job satisfaction/dissatisfaction of employees, Leadership and policy studies, emotional and behavior disorders.
  • Mary Runo, Dr., Department of Special Needs Education, Kenyatta University, Kenya
    Dr. Mary Runo is currently a lecturer in the department of Early Childhood and Special Needs Education in the School of Education of Kenyatta University. She has researched and published several articles in the area of Special Education and Early Childhood Education. She holds a Ph.D. in Special Education of Kenyatta University, MA and BA degrees in Special Education of New Jersey City State University. Her research interests; Learning disabilities, intellectual disabilities, physical disabilities, gifted and talented and early childhood.
  • Jessina M. Muthee, Dr., Department of Special Needs Education, Kenyatta University, Kenya
    Jessina Jessica Muthee is a Senior lecturer in the Department of Early Childhood and special needs education in Kenyatta University with a specialization in the area psychology (learning disabilities and psycho-educational assessment). She has a doctoral degree from the University of Kerala. Masters and bachelor’s degrees from Kenyatta University Kenya. She teaches and supervises research for both masters and doctoral students. She has published widely in both national and international peer reviewed Journals. Her areas of research interest include, dyscalculia, dyslexia, dysgraphia, dyspraxia, attention deficit hyperactivity disorder, cognitive psychology, mental health education, communication disorders, psychometric, consulting psychology and inclusive education.

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Published

2021-11-21

Issue

Vol. 8 No. 7 (2021)

Section

Articles

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