SELECTED TEACHER ATTRIBUTES THAT INFLUENCE THE ACQUISITION OF READING SKILLS AMONG INTELLECTUALLY CHALLENGED LEARNERS IN FOUNDATION LEVELS OF LEARNING IN SPECIAL SCHOOLS IN BARINGO COUNTY, KENYA

Abstract

Education is the primary means for realizing the goals of the declaration of learner independence. Isolating learners not only labels and stigmatizes them but also limits their full interaction with others during their most formative years. This is the detrimental to these learners about life in the full society. Indeed teachers are expected to accommodate an increasingly heterogeneous learner population with diverse educational needs. However this has not been the case despite the numerous training levels undertaken by teachers often not prepared and, hence, may be apprehensive toward the integration of learners with special needs education (SNE) like the intellectually challenged learners. The purpose of this study wasto examine the selected teacher attributes influencing the acquisition of reading skills among intellectually challenged learners in foundation level in Baringo County. This study was guided by three objectives: To establish the effect of teacher training on the acquisition of reading skills among intellectually challenged learners in foundation level. To investigate the effect of teacher competencies on acquisition of reading skills among intellectually challenged learners in foundation level and to determine the effect of teacher attitude on the acquisition of reading skills among intellectually challenged learners in foundation level. The study was guided by Cognitive Reading Theory as proposed by Jean Piaget. The study employed qualitative and quantitative approaches of data generation borrowed from descriptive survey design. Random sampling was used to select 116 teachers and purposive sampling was used to select 16 headteachers. The target population for the research involved 116 teachers and 16 headteachers in the sixteen special schools making 132 respondents. Data was collected using self-made questionnaire, interview schedule, observation check list and document analysis. The Cronbach’s Alpha correlation coefficient was calculated to test the reliability of the instruments and where a coefficient Alpha of 0.70 implied that the research instruments were reliable and therefore the researcher would adopt. The data obtained was analyzed using inferential statistics whereas descriptive statistics was used to organize and summarize data. Percentages, frequencies tables and means scores of variables were calculated. The data analysis was done with the aid of a computer program of SPSS. The validity of the instruments were ensured by consulting the supervisors and discussing with other research experts in the department of curriculum and instruction in the school of education, while reliability of the tools were determined through test re-test method. The instruments were piloted in one of the special school outside the study county. The findings of this study formed a basis for policy formation and master plan on improving teacher attributes that influence the acquisition of reading skills among intellectually challenged learners in foundation level. It also strengthened Learning programs by policy makers and curriculum developers in Kenya Institute of Curriculum Development (KICD) for curriculum implementation. It further benefited the government and education stakeholders in understanding crucial information on the teacher attributes that influence the acquisition of reading skills among intellectually challenged learners in foundation level. Further researchers valuing this study could identify further gaps that need to be researched on.