The Perception of Blind Learners on Family and Teachers' Support in Their Learning: A Case of Thika High School for the Blind, Kenya

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dc.contributor.authorMwende, Maingi Sarah
dc.date.accessioned2024-11-04T07:37:53Z
dc.date.available2024-11-04T07:37:53Z
dc.date.issued2022-10
dc.descriptionMASTER OF ARTS in Community Development
dc.description.abstractThe phenomenon of the academic and social challenges facing blind learners has been a subject of study from a broad spectrum of scholars. This study investigated the perceptions of blind learners on family and teachers’ support in their learning. The objectives were to investigate the perceptions of blind learners on family support in their learning at Thika High School for the Blind, describe the perceptions of blind learners towards teacher support at Thika High School for the Blind, analyze the academic and social challenges blind learners experience both at school and home, and establish the intervention measures that can increase better support systems for the blind learners from both the family the school levels. Thika High School for the Blind in Kiambu County was the study site. The study utilized a qualitative case study design and selected a sample of 25 through purposive sampling. The sample comprised 20 blind students, 4 class teachers, and the school principal. The study data was collected through in-depth interviews, key informant interviews, and focused group discussions, and it was subjected to transcription and thematic analysis, with the results being presented in accordance with themes, categories, and direct quotes. The study established that although some learners said their parents supported them, some said this was not the case. Further, respondents intimated that their teachers were supportive both academically and morally. Some of the challenges noted were isolation and segregation of the learners by some of their family members and the lack or insufficient supply of scholastic materials. Part of the suggested intervention measures include government involvement by providing scholastic resources, parental involvement in the studies of the blind learners, and sensitization of family members to accept the learners.
dc.description.sponsorshipDaystar University, School of Applied Human Sciences
dc.identifier.citationMwende, M. S. (2022). The Perception of Blind Learners on Family and Teachers' Support in Their Learning: A Case of Thika High School for the Blind, Kenya. Daystar University, School of Applied Human Sciences
dc.identifier.urihttps://repository.daystar.ac.ke/handle/123456789/5605
dc.language.isoen
dc.publisherDaystar University, School of Applied Human Sciences
dc.subjectsocial challenges
dc.subjectperceptions of blind learners on family and teachers’ support in their learning
dc.titleThe Perception of Blind Learners on Family and Teachers' Support in Their Learning: A Case of Thika High School for the Blind, Kenya
dc.typeThesis

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