| dc.description.abstract | Blindness imposes major handicaps to human functioning. It reduces one's incidental
learning, ability to move about, limits interaction with the environment and ability to
access broad and balanced education. Individuals with low vision can be trained to
increase their visual functioning through a planned programme of visual experiences.
Such a training programme was introduced in Kenya in 1994. However, despite its
implementation over the last sixteen years, challenges still persist among learners with
low vision. The purpose of the study was to evaluate the use of low vision devices in
Primary schools for the visually handicapped in Kenya. The study was carried out in five
primary schools for the visually handicapped in Kenya. The study population included
ninety teachers and eighty eight learners with low vision. Sixty five teachers and seventy
eight learners took part in the study. Survey research design was used to collect data.
Research instruments were questionnaires, observation schedule, interview schedule, a
reading proficiency test and document analysis. Threats to internal validity of the
instruments were overcome by the researcher giving the research instruments to three
experts on the topic of study who validated the contents of the instruments.
Stufflebeam's Context, Input, Process and Product model of evaluation was used in the
research. Data was analyzed by use of descriptive statistics tIil~ included frequency
counts, percentages and the mean. Findings of the study were that low vision learners
lacked devices that can make them access curriculum content to the full, head borne low
vision devices in spectacle frames were used regularly by post cataract learners. Regular
print (N12) was most used and large print books were not available. There were few
visits to schools by ophthalmic workers. Recommendations of the study were: low vision
devices be bought and availed to students. Low vision teams based at each school be
reconstituted to provide coordinated learning support, regular case conferencing be held
among low vision team members to chart out learning needs of learners with low vision,
and more contact time for the schools for the visually handicapped be created. Findings
from the research can help curriculum developers at the Kenya Institute of Education to
adapt and improve on low vision training curriculum. The Directorate of Quality
Assurance and Standards also will glean information that will help in stocking classrooms
with optical and non-optical low vision devices. | en_US |
