| dc.description.abstract | Independent movement offers learners who are blind connection to the world, hence the need for training in Orientation and Mobility (O & M) skills before achieving purposeful mobility. In Kenya, training in O & M skills in special schools is deficient given that most of the learners are not independent. Moreover, Baseline survey (2014-2015) from the three selected special primary schools in Kenya indicated that out of 171 learners who are blind from (STD 4-8), only 23(13.45%) use white cane for orientation and mobility and 148(86.54%) do not use white cane, yet this is the mobility aid that enhances independence. The study sought to investigate factors influencing implementation of orientation and mobility programme for learners who are blind. Objectives of the study were to: determine teacher characteristics in teaching of learners who are blind on O & M skills; establish teaching and learning strategies used in training of learners who are blind on O & M skills; establish the attitudes of learners who are blind towards use of white cane for independence; assess skills of learners who are blind on O & M. The study was based on Havighurst‟s Developmental Task Theory and a conceptual framework. The research adopted descriptive survey research design. The study population consisted of 171 learners who are blind, 28 teachers and 8 house parents from the selected three special primary schools. Simple random sampling technique was used to select 57 learners who are blind. Purposive sampling technique was used to select 7 teachers specialized in O & M. Saturated sampling technique was used to select 8 house parents. Data was collected using questionnaires, interview and observation schedules. Face and content validity of the instruments was ascertained by experts from the Department of special needs education. A pilot study using test re-test method was carried out in one school which was not part of the sampled schools. Reliability coefficient for teacher questionnaire was 0.86; questionnaire for learners who are blind was 0.83. Quantitative data was analyzed using frequency counts, percentages and means. Qualitative data was transcribed, analyzed, organized and reported in emergent themes and sub themes. Findings of the study indicated that factors influencing implementation of orientation and mobility programme for learners who are blind were determined by teacher characteristics in teaching O & M (Mean=2.65) implying that teachers are not adequate as only 7(38.8%) had attended in-service course for O & M after regular training. The study revealed that teaching and learning strategies were not adequate (M=2.34) implying inadequacy of resources and inconsistency in teaching and learning of O & M. Attitude of learners who are blind towards the use of white cane (Mean =3.3) for negative items implying negative attitude and positive items (M=2.09) implying negative attitude. Assessing skills of learners who are blind on O & M (Mean=2.17) implying inadequate mastery of O & M skills. The observation schedule confirmed assessing skills of learners who are blind on O & M (M= 1.90) indicating that learners who are blind use white cane to a small extent. The study recommended; intensive institutional counseling to learners who are blind, consistency of teaching and learning strategies and refresher courses for teachers. The findings of this study are of use to researchers, Ministry of Education officials and teachers to address the issues of the visually impaired in regard to O & M training. | en_US |
