Volume 17, Issue 1, August 2015, Pages 136–143
Fredrick Namide1, Beatrice Bunyasi Awori2, and Geoffrey Kamau Karugu3
1 Kenyatta University P.O Box 00100-43844 Nairobi, Kenya
2 Kenyatta University P.O Box 00100-43844 Nairobi, Kenya
3 Kenyatta University P.O Box 00100-43844 Nairobi, Kenya
Original language: English
Copyright © 2015 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
The main aim of the study was to analyze the extent to which teachers were incorporating Individual Education Program (IEP) in teaching science subjects. The study was guided by Felder Silverman Dimension Model theory to science learning. Descriptive Case study design was used. The study was conducted at Rev. Muhoro Secondary School for the Deaf inMukurwe-ini Sub-County, Nyeri County, Kenya. The target population of study comprised of; Principal, teachers and students of Rev. Muhoro Secondary School for the Deaf. The Principal, teachers who took part in the study were sampled purposively while students were sampled along stratus. The sample size of the study involved one principal, seven science teachers and forty eight students. Data collection was done by use of questionnaires, interview and lesson observation. It was then analyzed both qualitatively and quantitatively. The study revealed that, even though most teachers maintained high academic aspirations in class many of them had little understanding on the planning and implementation of IEP in class. It was therefore commended that, there was need for re-training of teachers on how to plan and use IEP in class. It was further stressed that, only teachers who had trained in Special Needs Education recruited to teach in schools for the deaf and that inspectorate services should be enhanced to ensure that teachers were using IEP in their teaching.
Author Keywords: Deaf learners, Individual Education Program, Special Needs Education.
Fredrick Namide1, Beatrice Bunyasi Awori2, and Geoffrey Kamau Karugu3
1 Kenyatta University P.O Box 00100-43844 Nairobi, Kenya
2 Kenyatta University P.O Box 00100-43844 Nairobi, Kenya
3 Kenyatta University P.O Box 00100-43844 Nairobi, Kenya
Original language: English
Copyright © 2015 ISSR Journals. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Abstract
The main aim of the study was to analyze the extent to which teachers were incorporating Individual Education Program (IEP) in teaching science subjects. The study was guided by Felder Silverman Dimension Model theory to science learning. Descriptive Case study design was used. The study was conducted at Rev. Muhoro Secondary School for the Deaf inMukurwe-ini Sub-County, Nyeri County, Kenya. The target population of study comprised of; Principal, teachers and students of Rev. Muhoro Secondary School for the Deaf. The Principal, teachers who took part in the study were sampled purposively while students were sampled along stratus. The sample size of the study involved one principal, seven science teachers and forty eight students. Data collection was done by use of questionnaires, interview and lesson observation. It was then analyzed both qualitatively and quantitatively. The study revealed that, even though most teachers maintained high academic aspirations in class many of them had little understanding on the planning and implementation of IEP in class. It was therefore commended that, there was need for re-training of teachers on how to plan and use IEP in class. It was further stressed that, only teachers who had trained in Special Needs Education recruited to teach in schools for the deaf and that inspectorate services should be enhanced to ensure that teachers were using IEP in their teaching.
Author Keywords: Deaf learners, Individual Education Program, Special Needs Education.
How to Cite this Article
Fredrick Namide, Beatrice Bunyasi Awori, and Geoffrey Kamau Karugu, “THE EXTENT OF USING INDIVIDUALIZED EDUCATIONAL PLAN ON ACADEMIC PERFORMANCE IN SCIENCES BY DEAF LEARNERS: A CASE OF REV. MUHORO SECONDARY SCHOOL FOR THE DEAF; NYERI COUNTY, KENYA,” International Journal of Innovation and Scientific Research, vol. 17, no. 1, pp. 136–143, August 2015.
