Challenges Faced by Learners with Visual Impairments in Inclusive Setting in Trans-Nzoia County

Abstract

Learners with visual impairment are a heterogeneous group with varied nature of difficulties that require adequate attention in curriculum implementation in order to achieve good academic performance when placed in regular or main stream institutions. This study investigates the challenges faced by learners with visual impairments in inclusive setting, in Trans-Nzoia County Kenya.  The study used descriptive survey design to explore the challenges that face learners with visual impairment in the County. The target population included one hundred and eighty four learners with visual impairments, twenty classroom teachers and six itinerant teachers out of whom an accessible sample population of one hundred and ten was derived. Both qualitative and quantitative data collection procedures were employed through use of questionnaires, interviews and documentary analysis. The study found out that most learners with visual impairments performed poorly in academics due to lack of implementation of the visually impaired school which calls for a differentiated curriculum as per the laid down policy on Special Needs Education, which is attributed to social, economical and partly cultural factors. The nature of varied differences in needs of learners with visual impairments calls for more teachers in special needs education so that at least each regular school has one. Parents to learners with visual impairments and community should also be sensitized on their education.

Keywords: challenges, learners with visual impairments, inclusive setting, Trans-Nzoia County