An Investigation into Training Needs of Teachers Handling Visually Impaired Students in Integrated Schools. A Case of Selected Integrated Schools in Nairobi

Abstract

In modern organization and management principles, training is becoming an important function in human resource development. This study was to carry out an investigation into training needs of teachers handling visually impaired students in integrated schools. The objectives of the study were to determine the teaching methods applied by teachers in integrated schools and the challenges faced by teachers handling visually impaired students in integrated schools. Descriptive research design was used and the instruments used for data collection was questionnaires. Non-random sampling was used to select the sample of teachers who taught visually impaired students in integrated schools in Nairobi. The data was analyzed using statistical package for social sciences. The study revealed that majority of the teachers handling visually impaired students had no training in special education and at the same time they were more than willing to go for training if opportunities arise. It also established that there were many challenges faced by teachers handling visually impaired students. The researcher made several recommendations one of which was to KIE to organize more seminars and workshops and ensure that teachers especially those handling VIS be fully involved. The same applies to curriculum and syllabus adaptation. The TSC should provide study leave with pay for those teachers who would wish to pursue special education. In addition, the TSC should look into ways of motivating and appreciating the teachers handling visually impaired students due to the much sacrifice that is needed while handling them.