Transition Skills Training And Performance Of Learners With Moderate Mental Disabilities In Nyanza Provice, Kenya
Journal Title: IOSR Journal of Humanities and Social Science - Year 2018, Vol 23, Issue 1
Abstract
The transition skills are designed to help students with disabilities leave school and be successfully integrated in the community. Such students include those with Moderate Mental Disabilities (MMD) most of who can carry out work and self-care tasks with moderate supervision. However, despite the Kenya government efforts to improve access to education and also the quality of education to increase the levels of successful transition among these category of learners into the community and their inclusion into the labor market, most of them remain unemployed as evidenced in Nyanza Province in Kenya. This has been attributed to the lack of proper transition training while in school. Therefore, the purpose of the study was to identify the skill areas learners with moderate mental disabilities are trained in for transition from school to community in Nyanza Province, Kenya. The study adopted descriptive survey design and was conducted in four special schools for learners with mental disabilities in the area. 3 head teachers, 40 teachers, 36 parents and 61 learners in pre-vocational and vocational classes selected through saturated simple random and stratified sampling participated in the study. Instrumentation consisted of behavior checklist for learners, questionnaire for head teachers and questionnaire for teachers. An interview schedule for the parents was also used. Data was analyzed using descriptive statistics which included use of frequency counts and percentages. The study revealed that most learners with MMD had vocational trained as opposed to academic training. The results showed that mot learners exhibited satisfactory performance on vocational behaviors’ and work habits while performing varied tasks although they needed moderate supervision. Therefore, transition skills are very important for learners with disabilities especially those with disabilities considered to be higher in degree such as MMD. The trainings can, however, only improve the levels of social interaction and task performance leading to moderate levels of dependence but not total independence for persons with this form of disability. Hence, the study recommends that there is need for high levels of cooperation between the school and the parents in order to obtain better transition outcomes for learners with MMD.
Authors and Affiliations
Awuonda Monica Ayugi, Prof. Aloys A. Odeck, Dr. Ongong’a J. O.
Keywords
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