scholarly journals Education for Students with Intellectual Disabilities in Kenya: Challenges and Prospects

2014 ◽  
Vol 34 (4) ◽  
Author(s):  
M.J. Chomba ◽  
S.G. Mukuria ◽  
P.W. Kariuki ◽  
S. Tumuti ◽  
B.A. Bunyasi
Keyword(s):  
Special Education ◽  
Intellectual Disabilities ◽  
Special Needs ◽  
Higher Learning ◽  
African Countries ◽  
Institutions Of Higher Learning ◽  
The Status ◽  
The Government ◽  
Individuals With Intellectual Disabilities ◽  
Legal Mandate

<p><span>Kenya has great potential for enhancing education for individuals with intellectual disabilities. The fact that it has recognized the need to care for learners with special needs is commendable. In comparison to many African countries, Kenya and Nigeria are ahead in developing programs for special education in institutions of higher learning, and in starting schools and units for special education. However, a legal mandate is still required as it would seal many loopholes that currently exist. Without it, the assessment of individual with intellectual disabilities cannot be administered correctly and professionally. In this article, the authors present a coherent account on various aspects related to learners with intellectual disabilities in Kenya. No doubt, the issues and challenges identified call for attention by not only the government of Kenya but also those interested in improving the status of learners with intellectual disabilities.</span></p>

Institutional Repositories in Africa

2019 ◽  
pp. 155-173
Author(s):  
Felicia O. Yusuf ◽  
Goodluck Ifijeh ◽  
Sola Owolabi
Keyword(s):  
Open Access ◽  
Higher Learning ◽  
Research Institutions ◽  
African Countries ◽  
Technology Infrastructure ◽  
Institutional Repositories ◽  
Lack Of Information ◽  
Institutions Of Higher Learning ◽  
Information And Communication

The emergence of open access has opened a world of opportunities for academic and research institutions. One of such opportunities is the establishment of institutional repositories (IRs). This chapter examined the emergence and creation of IRs and trends in Africa. It noted that the development of IRs in most African countries is still at the infancy stage. The chapter highlighted the important role of libraries in the management of IRs. The Chapter also identified and discussed important issues and challenges of IRs in Africa. The identified challenges include lack of awareness, lack of required funding to establish and manage IRs, lack of Information and communication technology infrastructure, among others. It concluded that the establishment of IRs is a compulsory venture for institutions of higher learning in Africa.

Practice-Based Educational Research

2021 ◽  
pp. 207-226
Author(s):  
Roberto M. Garcia
Keyword(s):  
Special Education ◽  
General Education ◽  
Intellectual Disabilities ◽  
Student Teacher ◽  
Narrative Analysis ◽  
Classroom Behavior ◽  
General Education Teachers ◽  
Education Experience ◽  
Personal Perceptions ◽  
Individuals With Intellectual Disabilities

Incoming PK12 general education teachers beginning their careers are not wanting to have individuals with intellectual disabilities in their classroom due to a lack of special education experience and knowledge. This practice-based qualitative narrative dissertation study explored student teacher individual perceptions and experiences on special education classroom behavior and inclusion for elementary public-school general education student teachers. The practice-based problem was the negative views pre-service K12 educators held for classroom inclusion and personal perceptions of individuals with intellectual disabilities. The study sample included 10 student teacher college students enrolled in one Texas early childhood program. Schlossberg's Transition Model was used as the practice-based conceptual framework and data were gathered from interviews and analyzed using Clandinin and Connelly's procedures for narrative analysis. The findings determined pre-service general education teachers are not always provided adequate inclusion training.

Innovations and Use of Assistive Technologies in Libraries of Institutions of Higher Learning

2021 ◽  
pp. 346-365
Author(s):  
Josiline Phiri Chigwada ◽  
Josephine Dinar Phiri
Keyword(s):  
Social Justice ◽  
Assistive Technology ◽  
Special Needs ◽  
Academic Libraries ◽  
Information Science ◽  
Assistive Technologies ◽  
Higher Learning ◽  
Library And Information Science ◽  
Digital Era ◽  
Institutions Of Higher Learning

Access to information for all is a major component of library and information science in this digital era. Libraries in institutions of higher learning are mandated to provide information to all the patrons regardless of their ability to deal with the issue of inclusivity and social justice. A study on the innovations was conducted specifically for patrons with special needs in academic libraries. Different assistive technological types of equipment were outlined as well as the challenges encountered when using the assistive technology tools and applications. The observation was done at one of the academic libraries, and it was discovered that the library has a disability center that is used by patrons with special needs and manned by a trained librarian. The authors recommend the introduction of such services in all the academic libraries to cater to patrons with special needs.

Motivational Aspects of Gaming for Students with Intellectual Disabilities

2011 ◽  
Vol 1 (4) ◽  
pp. 49-59
Author(s):  
Maria Saridaki ◽  
Constantinos Mourlas
Keyword(s):  
Special Education ◽  
Intellectual Disabilities ◽  
Special Needs ◽  
Digital Games ◽  
Game Based Learning ◽  
Continuous Development ◽  
Research Findings ◽  
Students With Intellectual Disabilities ◽  
Intellectual Level ◽  
Extrinsic Reinforcement

The attention to learners with special needs, in particular those with intellectual disabilities, is an area of continuous development. It is considered important to develop adaptive educational solutions for the integration of people with educational difficulties according to their needs. Digital games provide an attractive and direct platform in order to approach students of every intellectual level. However, practical game based learning application in the special education classroom is still regarded with skepticism by educators, or has been treated solely as an extrinsic reinforcement. Moreover, the design and usage of digital games as a motivational tool for students with intellectual disabilities has not been thoroughly documented. This paper presents a review of the motivational theories and research findings regarding the usage of digital games in the educational experience of users with intellectual disabilities, with a scope to define the potentials, prerequisites and possible limitations of such an intervention.

(Un)feasibility of FeesMustFall Campaign From a Political Economy Perspectives

2019 ◽  
pp. 153-175
Author(s):  
Ndwakhulu Stephen Tshishonga
Keyword(s):  
Higher Education ◽  
South African ◽  
Higher Learning ◽  
Slow Pace ◽  
Poor Students ◽  
The Poor ◽  
Institutions Of Higher Learning ◽  
History Of ◽  
African Student ◽  
The Government

The FeesMustFall campaign since October 2015 has grown to be one of the biggest movements ever witnessed in the history of South African student politics. Similarly to the struggle waged by 1976 youth against the dominance of Afrikaans as the medium of instruction, FMF challenges the current government and universities to provide free, quality, and decolonized higher education. Considering the slow pace of economic growth, the realization of free and quality education might be an impossible dream. Thus, dropping the fees seems to be a financial relieve to the poor students, but not the panacea to challenges faced by institutions of higher learning. FMF movement challenges both the government and ANC leadership to walk the talk by implementing policies and resolutions taken to transform higher education from declining. The question is, What are the costs and benefit of free education as advocated through FeesMustFall campaign? Can South Africa afford sustainable free education without compromising other areas of need?

Motivational Aspects of Gaming for Students with Intellectual Disabilities

2013 ◽  
pp. 144-154
Author(s):  
Maria Saridaki ◽  
Constantinos Mourlas
Keyword(s):  
Special Education ◽  
Intellectual Disabilities ◽  
Special Needs ◽  
Digital Games ◽  
Game Based Learning ◽  
Continuous Development ◽  
Research Findings ◽  
Students With Intellectual Disabilities ◽  
Intellectual Level ◽  
Extrinsic Reinforcement

The attention to learners with special needs, in particular those with intellectual disabilities, is an area of continuous development. It is considered important to develop adaptive educational solutions for the integration of people with educational difficulties according to their needs. Digital games provide an attractive and direct platform in order to approach students of every intellectual level. However, practical game based learning application in the special education classroom is still regarded with skepticism by educators, or has been treated solely as an extrinsic reinforcement. Moreover, the design and usage of digital games as a motivational tool for students with intellectual disabilities has not been thoroughly documented. This paper presents a review of the motivational theories and research findings regarding the usage of digital games in the educational experience of users with intellectual disabilities, with a scope to define the potentials, prerequisites and possible limitations of such an intervention.

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