ASSESSING THE EXTENT OF INTEGRATION OF INFORMATION COMMUNICATION TECHNOLOGY IN REHABILITATION SCHOOLS FOR LEARNERS WITH EMOTIONAL AND BEHAVIOURAL DIFFICULTIES IN NAIROBI COUNTY, KENYA

Authors

  • Psirmoi Grenzer Master’s Student, School of Education, Department of Special Needs Education, Kenyatta University, Nairobi, Kenya
  • Margaret Murugami Lecturer, Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya
  • Jessina Muthee Lecturer, Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya

DOI:

https://doi.org/10.46827/ejse.v11i1.5832

Keywords:

information communication technology, integration, learners with emotional and behavioural difficulties, rehabilitation school

Abstract

The purpose of this study was to assess the extent of Integration of Information Communication Technology in Rehabilitation Schools for Learners with Emotional and Behavioural Difficulties in Nairobi County, Kenya. The Technology Pedagogy and Content of Knowledge (TPACK) model by Mishra and Koehler (2006) guided the study. A mixed-methods research design was employed. The study targeted 17 computer teachers and 114 learners with prior knowledge of ICT in two rehabilitation schools: Kabete and Dagoretti Girls. The researcher employed a purposive sampling technique to select teachers and 57 learners, translating into 66 participants. Data was collected using questionnaires for teachers and questionnaires for learners. The pilot study was done in a rehabilitation school in Kiambu County. Expert judgment was also used in the research instruments to enhance the validity. The reliability of the research instruments was calculated using Cronbach's Alpha, and the results showed that the teachers' and learners' questionnaires had correlation values of 0.81 and 0.79, respectively. The collected data were both qualitative and quantitative. The quantitative data were summarized in descriptive statistics using Statistical Package for Social Science (version 28.1). This involved summation, calculating frequencies and percentages, and determining the mean and standard deviation. Measures of central tendency helped show the trend, while measures of variance, such as standard deviation, helped show dispersion in the data. Qualitative data collected from the open-ended questions in the questionnaires were subjected to content analysis and were summarized thematically. The findings revealed that while a substantial percentage of teachers have received training in ICT, there are still significant gaps in the actual implementation and integration of these technologies in the classroom. The study revealed that teachers generally possess positive attitudes toward the use of ICT, recognizing its potential to enhance learning outcomes for students with emotional and behavioral disorders. The study concludes that the lack of adequate infrastructure, tailored training, and consistent administrative support are significant barriers that need to be addressed to fully realize the potential of ICT in enhancing the learning experiences of students with emotional and behavioural disorders. It was recommended that the Ministry of Education, in collaboration with other stakeholders, prioritize resource allocation to rehabilitation schools to ensure adequate access to ICT infrastructure.

 

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Author Biographies

  • Psirmoi Grenzer, Master’s Student, School of Education, Department of Special Needs Education, Kenyatta University, Nairobi, Kenya

    Psirmoi Grenzer is a passionate Special Needs educator currently teaching at New Ellenton Middle STEAM Magnet School in Aiken County, USA. Prior to her role there, she taught at Wagener Salley High School in Aiken, USA, where she refined her expertise in supporting students with diverse needs. Grenzer’s career extends internationally, having served as an Instructional Coach for Education Development Trust Project, a program funded by the UK’s Department for International Development (DFID). She played a pivotal role in the success of educational initiatives across Kenya and Sub-Saharan Africa, particularly in teacher training and Board of Management development. Her work focused on some of the most challenging regions, including Arid and Semi-Arid Lands (ASAL) and urban slums in Nairobi and Mombasa. Grenzer’s impact also extended to G.K Prison and Kapese Schools in Kenya, where she made significant contributions to education in underserved communities. Her academic background underscores her deep commitment to inclusive education. She holds a Master’s Degree in Special Needs Education, specializing in Emotional and Behavioral Disorders, from Kenyatta University in Kenya. Bachelor’s degree in special Needs Education and Counselling from the Kenya Methodist University (KEMU), a Diploma in Special Needs Education from Kenya Institute of Special Education (KISE) and a Primary Teacher Education qualification from Kamagambo Teachers Training College. Additionally, she earned graduate certifications in Gifted and Talented Education and English for Speakers of Other Languages (ESOL) from the University of South Carolina, USA. Her dedication to inclusive education and expertise in working with students with emotional behaviour disorders and other exceptionalities has made Grenzer a key figure in transforming the educational landscape of New Ellenton. She advocates for inclusive practices like the push-in model, which integrates students with special needs into regular classrooms. Her efforts have inspired fellow educators and positively influenced the academic journey of countless students, particularly those from multilingual backgrounds. Grenzer’s contributions extend beyond the classroom. She is deeply involved in research, focusing on Emotional and Behavioural Disorders. Her ongoing research continues to shape educational practices and policies, further advancing special education. Her unwavering commitment to enhancing the learning experiences of students with diverse needs has left an enduring impact on the field of special needs education, establishing a legacy of progress and advocacy.

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

    Dr. Jessina Muthee (PhD) is a senior lecturer in the School of Education at the Department of Early Childhood and Special Needs at Kenyatta University, Kenya.

  • Jessina Muthee, Lecturer, Dr., Department of Early Childhood and Special Needs Education, Kenyatta University, Nairobi, Kenya

    Dr. Margaret Murugami (PhD) is a Lecturer in the Department of Early Childhood & Special Needs Education at Kenyatta University, Nairobi, Kenya.

References

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Published

2025-02-23

Issue

Vol. 11 No. 1 (2025)

Section

Articles

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