An evaluation of programme placement for Learners with visual impairments in relation to self concept and academic achievement in special primary Schools, kenya

Abstract

Self-concept is very crucial in determining pupils' achievement. In special needs education programmes, this is more crucial because children with special needs such as visual impairment tend to be influenced by the learning environment in which they are. Placements for children who are visually impaired have been done haphazardly without any consideration of their self-concept thus leading to low achievement. There are three programmes of placement namely, special school programme, integrated programme and inclusive programme. However, prior to the placement, no study is ever done to determine suitable placement criteria. The purpose of this study was to evaluate programme placement for learners with visual impairment in relation to self-concept and academic achievement in special primary schools in Kenya. Specific objectives of the study were to: determine the relationship between selfconcept and academic achievement for learners who are visually impaired; determine which of the programmes most enhanced self-concept for learners who are visually impaired; find out if learners with low vision had a higher self-concept than those who are totally blind, find out if there was gender difference in self-concept and achievement among learners who are visually impaired and to find out teachers' attitude on programme placement. The Conceptual framework for this study was based on Anderson's Evaluation Model. A survey and correlation research designs were used in the study. The study was conducted in 10 public primary schools which comprised: six special school programmes for learners who are visually impaired; three integrated school programmes; and one inclusive project in Kenya. The population of the study was 291 class eight pupils and 54 class eight teachers. A stratified sampling was used to select schools incorporating integration, inclusive and special programmes and saturated sampling was used to sample 262 class eight pupils while purposive sampling was used to select 38 class eight teachers, focusing on those who were teaching English, Kiswahili, Science and Social Studies only. Four instruments were used for data collection, namely; pupils' questionnaire on academic self-concept for learners who are visually impaired, pupils' academic achievement test, teachers' inventory. The instruments were piloted at one of the special primary schools (not part of the sample) to establish their validity and reliability. Data analysis was done at p:s; 0.05. The t-test was used to measure level of significance between self-concept and achievement and Pearson's r was used to measure the correlation between self-concept and academic achievement. The data was analyzed using procedures based on the analysis of variance structure for each programme separately. Analysis of variance (ANOY A) was conducted to determine the interaction effect within and between the programmes in order to eliminate the confounding variables; academic self-concept, sex and visual impairment were the independent variables, achievement being dependent variable. The study established that there was a significant relationship between self-concept and achievement, respondents who scored high in self-concept also scored high in achievement, pupils with low vision scored higher in self-concept as compared to those who were totally blind, girls performed better in self-concept as compared to boys, and pupils placed in Inclusive programme had higher scores followed by Integrated programme and then special schools programmes. The study recommended the expansion of more inclusive programmes in Kenya to cater for more pupils and an enhancement of academic selfconcept to boys who are visually impaired in order to improve their academic performance.