Factors influencing guidance and counseling programme in the integration of learners with visual impairments and strategies for its enhancement in public primary schools in Turkana South Sub-County, Turkana County, Kenya

Abstract

With the introduction of free primary education (FPE) in Kenya, research evidence shows that there has been concern about the quality of instruction offered, due to the large class sizes. This has become more difficult for learners with disabilities. In order to address this challenge the government has encouraged the establishment of guidance and counseling services in schools among other roles to facilitate integration of children with visual impairments. However, there has been an outcry during the parents meetings and education days in Turkana South Sub County that learners with visual impairments have been performing poorly in academic work compared to their counterparts enrolled in the same institutions of learning; an indication that they may not be well integrated in the school system. Thus this study sought to establish factors influencing guidance and counseling programme in the integration of learners with visual impairments and strategies for its enhancement in public primary schools in Turkana South Sub-County, Turkana County, Kenya. The study adopted a descriptive survey design. The population consisted of 301 teachers. Out of the accessible population of 236 teachers, a sample of 59 was drawn. The accessible population was 236. Simple random sampling technique was used to select teachers involved. Questionnaires were used to collect data. The data was analyzed using descriptive statistics such as means, frequencies and percentages. The study findings indicated that teachers offer guidance and counseling services to learners with visual impairments but with negative factors influencing integration. The study concluded that teachers offered guidance and counseling services to learners with visual impairments. Some of the factors that affect integration of learners with visual impairments included lack of finance, harsh environment and shortage of trained personnel on special needs. The study recommended that the administration of the schools should intensify guiding and counseling so that it can help the visually impaired learners as well as learners with other difficulties. The school administration should also modify the schools’ physical environment in order to foster integration and ensure that learning materials are available for visually impaired learners. The Ministry of Education should also make school environments conducive and train teachers to enhance integration of learners.