Teachers’ Perception of Transition Preparedness by Learners with Physical Disabilities towards Employment: Joytown, Joyland and Mombasa Special Secondary Schools, Kenya

International Journal of Research and Innovation in Social Science (IJRISS) | Volume IV, Issue VI, June 2020 | ISSN 2454–6186

Teachers’ Perception of Transition Preparedness by Learners with Physical Disabilities towards Employment: Joytown, Joyland and Mombasa Special Secondary Schools, Kenya

Lucy Muthoni Marete¹, Dr. Otube Nelly², Dr. Murugami Margret^3
1,2,3Kenyatta University, Department of Special Needs Education, P.O BOX 43844-00100, Nairobi, Kenya

Abstract: The study sought to examine factors affecting teachers’ perception of transition preparedness by learners with physical disabilities (PD) towards employment: Joytown, Joyland and, Mombasa Special Secondary Schools in Kenya. The study adopted both qualitative and quantitative research approaches where mixed method design was used to collect and analyze the data. The study was carried out in Joytown in Thika West, Kiambu County, Mombasa Secondary in Mombasa County and Joyland in Kisumu County. Purposive sampling was used to select the three physically handicapped Special Secondary Schools, which were the earliest to be established by missionaries in Kenya. The piloting of the instruments were conducted in Joytown special school to form three learners and all teachers teaching form one and form three who were not included in the main study. An Interview schedule was administered to administrators while the teachers and learners with physical disabilities filled the questionnaires. Self-efficacy theory was used to interpret dynamics specifically for teachers and learners with physical disabilities in the classroom. Statistical Package for Social Sciences (SPSS) was used to analyze quantitative data while Computer Assisted Qualitative Data Analysis System (CAQDAS) was used to analyze interview schedules. The importance of this study was to create awareness of preparedness by teachers to enable learners with physical disabilities to transit to employment enhanced by teachers’ teaching strategies, availability of resources and knowledge of pre-vocational activities that enhanced their perception towards learners with physical disabilities. After the findings, the researcher recommended that the Kenya Institute of Curriculum Development (KICD) should develop curriculum contents, which will suit the needs of learners with special needs including those with physical disabilities. The findings may enhance appropriate pre-vocational skills for learners with physical disabilities because it has a futuristic relevance, widens the scope of individual economic activities, and reduces the burden of dependency on others. Further, it hopes to provide educational planners and policy-makers with a framework on which policies can improve the quality of teaching special needs education hence facilitate transition preparedness towards employment for learners with physical disabilities

Keywords: Teachers’ perception, transition preparedness, physical disability, employment

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