Assessment of Institutional and Personnel-Related Challenges Facing Educational Programme for the Mentally Challenged Persons at Kaimosi Special School, Kenya

Autor/inn/en	Mmbwanga, Daniel M.; Matemba, Collins K.; Bota, Kennedy N.
Titel	Assessment of Institutional and Personnel-Related Challenges Facing Educational Programme for the Mentally Challenged Persons at Kaimosi Special School, Kenya
Quelle	In: Journal of Education and Practice, 6 (2015) 13, S.13-20 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2222-1735
Schlagwörter	Intellectual Disability; Special Schools; Foreign Countries; Surveys; Stress Variables; Faculty Workload; Program Evaluation; Questionnaires; Interviews; Caregiver Attitudes; Administrator Attitudes; Teacher Attitudes; Special Education; Resource Allocation; Educational Quality; Sampling; Job Satisfaction; Kenya + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Special school; Sonderschule; Ausland; Survey; Umfrage; Befragung; Programme evaluation; Programmevaluation; Fragebogen; Interviewing; Interviewtechnik; Lehrerverhalten; Special needs education; Sonderpädagogik; Sonderschulwesen; Ressourcenallokation; Quality of education; Bildungsqualität; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Kenia
Abstract	The mentally challenged child (MC) can achieve a lot if the right environment and curriculum are designed for him/her. However, the realization of the desirable outcomes faces many challenges. The objective of the study was to examine institutional and personnel-related challenges facing education programs for the MC persons at Kaimosi Special School. The study adopted a descriptive survey design. The theoretical framework was based on Context, Input and Process Product Approach (CIPP) model of evaluation. Stratified sampling, purposive sampling and simple random sampling techniques were used to come up with the sample size. A total of 22 participants were selected comprising of one education officer, 3 administrators (2 male and 1 female), 8 teachers (5 female and 3 male) and 10 care givers. Questionnaires, interview schedules and document analysis were used to collect data. The study established that heavy workload, lack of motivation, poor staffing, high levels of stress, overcrowding in class, tiny classrooms, and inadequate resources were the most serious challenges facing Kaimosi Special School. It was recommended that the Special Education Department in the Ministry of Education should be strengthened with additional resources and trained personnel to handle issues of special education. There is need to engage all stakeholders in order to ensure that there are sustained efforts to provide quality programs for the mentally challenged. (As Provided).
Anmerkungen	IISTE. No 1 Central, Hong Kong Island, Hong Kong SAR. Tel: +852-39485948; e-mail: JEP@iiste.org; Web site: http://iiste.org/Journals/index.php/JEP
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01