PARENTAL INVOLVEMENT IN TRAINING ON THE TRANSITIONING OF LEARNERS WITH INTELLECTUAL DISABILITY FROM SCHOOL TO EMPLOYMENT IN NAIROBI CITY COUNTY, KENYA

المؤلفون

  • Ondara Dorcah Kerubo Master’s Student, School of Education, Department of Special Needs Education, Kenyatta University, Nairobi, Kenya
  • Margaret Makanya Lecturer, Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya

DOI:

https://doi.org/10.46827/ejse.v10i7.5636

الكلمات المفتاحية:

employment، intellectual disability، learners with intellectual disability، parental involvement، transition

الملخص

This study sought to investigate parental involvement and transitioning of learners with intellectual disabilities from school to employment in Nairobi City County, Kenya. The study utilized a descriptive survey research design. The study targeted 5 SNE centers, 65 SNE teachers, 5 head teachers and 900 parents with learners with ID. Purposive sampling was used to obtain the 5 SNE centers, 65 SNE teachers and 5 head teachers who were used for the study, while stratified sampling techniques were used to obtain 90 parents to participate in the study. Questionnaires for SNE teachers, interview schedules for head teachers, and focus group discussions for parents were administered for primary data collection. The validity and reliability of the instruments was ascertained through pilot testing. Data collected was subjected to Statistical Packages for Social Sciences (SPSS) version 27 for analysis and presented using frequency tables, percentages and figures. The study findings revealed concerning gaps and challenges. Teachers expressed mixed perceptions regarding parental understanding of ID needs (11.3% strongly disagreeing, 16.1% disagreeing, 27.4% unsure, 33.9% agreeing, 11.3% strongly agreeing). Similarly, there were discrepancies in perceptions of parental involvement in training programs (11.3% strongly disagreeing) and satisfaction with communication about transition (22.6% strongly disagreeing). The study concluded that parental involvement is critical in supporting the successful transition of learners with ID from school to employment. The dissatisfaction expressed by teachers regarding the overall collaboration and transition planning process indicates a clear need for schools to enhance communication strategies, establish structured engagement opportunities, and provide more support for parental involvement. The study recommended that school administrators should promote inclusive policies that mandate schools to engage parents as equal partners in the identification and planning processes for learners with ID. Provide resources and training for educators to facilitate effective collaboration with parents, ensuring that transition plans are tailored to meet each child's unique needs. The Ministry of Education, through quality assurance, should conduct training sessions for educators focused on effective communication strategies with parents of learners with ID. These sessions should emphasize the importance of clear, accessible, and culturally sensitive communication.

 

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السير الشخصية للمؤلفين

  • Ondara Dorcah Kerubo، Master’s Student, School of Education, Department of Special Needs Education, Kenyatta University, Nairobi, Kenya

    Ondara Dorcah Kerubo is a dedicated and compassionate Special Needs Education Teacher with over 20 years of experience at Mathare Special Training Centre, currently advancing expertise through a Master of Education in Special Needs degree at Kenyatta University. Committed to creating inclusive and supportive learning environments that cater to the diverse needs of students with disabilities, she is skilled in developing and implementing individualized education plans (IEPs) and employing evidence-based teaching strategies to enhance student learning and development. Dorcah’s extensive experience includes roles such as Head of Department Tailoring Vocational Workshop, Head of Department Games and Sports, Member of Assessment and Placement of New Student Admissions team, and conducting home visits to assess students’ needs and welfare. In addition to her teaching responsibilities, Dorcah has provided voluntary guidance and counselling services to parents and students, handled complaints and grievances from students and other stakeholders, and assisted learners with personal hygiene. Her collaborative approach ensures strong partnerships with parents, caregivers, and multidisciplinary teams to support student success. This teacher is also adept at behaviour management, differentiated instruction, and continuous assessment and evaluation to adapt instructional approaches based on data-driven insights. Her research interest focuses on parental involvement in training on the transitioning of learners with intellectual disability from school to employment in Nairobi City County, Kenya. This research explores effective strategies for engaging parents in the transition process to enhance employment outcomes for learners with intellectual disabilities. Actively pursuing a Master of Education in Special Needs, she holds a Bachelor of Education (Special Needs) degree from Kenyatta University, a Diploma in Education, Clothing, and Textile Technology (Kenya Technical Training College), and a Diploma in Clothing and Textile Technology (The Kenya Polytechnic). As a leading advocate for inclusive education, she has participated in workshops and training sessions on the latest special education methodologies and technologies, continuously seeking innovative approaches to engage and motivate students.

  • Margaret Makanya، Lecturer, Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya

    Dr. Margaret Makanya is a lecturer in the School of Education at the Department of Early Childhood and Special Needs, Kenyatta University, Kenya.

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التنزيلات

منشور

2024-10-23

إصدار

مجلد 10 عدد 7 (2024)

القسم

Articles

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