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Author Wekesa, Wafula Robert ♦ Poipoi, Moses W. ♦ Wanyama, R. ♦ Nyakwara, Begi Seth
Source CiteSeerX
Content type Text
File Format PDF
Subject Domain (in DDC) Computer science, information & general works ♦ Data processing & computer science
Subject Keyword Early Identification ♦ Butere District ♦ Public Primary School ♦ Learning Disability ♦ Standard Three Pupil ♦ Special Need Education ♦ Ex-post Facto Design ♦ Head Teacher ♦ Large Class ♦ Teacher-pupil Ratio ♦ Public School ♦ Significant Relationship ♦ Theoretical Foundation ♦ Inferential Statistic ♦ Ability Level ♦ Socio-cultural Theory ♦ Pearson Product Moment Correlation ♦ Selective Factor ♦ Total Population ♦ Basic Psychological Problem ♦ Interview Schedule ♦ Descriptive Statistic ♦ Standard Deviation ♦ Sample Population
Abstract Learning Disability is a condition in which children who though appear ‘normal ’ are unable to perform commensurate with their age and ability levels due to a basic psychological problem. The purpose of this study was to investigate selective factors that influenced early identification of children with learning disabilities amongst standard three pupils of Butere District, Kenya. The study was based on ex-post facto design. The socio-cultural theory formed the theoretical foundation of the study. A sample of 25 public primary schools was drawn from the total population of 126 public schools. Thirty seven standard three teachers and twenty five head teachers from the twenty five sampled schools formed the sample population. Questionnaire and interview schedules were used to collect data. Descriptive statistics used included; frequencies, means, modes and standard deviations. Inferential statistics such as the chi-square and Pearson Product Moment Correlation were used to test the hypotheses of the study. Most teachers were not trained in special needs education and handled very large classes of above 60 pupils. There was also a significant relationship between teacher-pupil ratio. To enhance early identification of learning disabilities there is need to train more teachers in Special Needs Education.
Educational Role Student ♦ Teacher
Age Range above 22 year
Educational Use Research
Education Level UG and PG ♦ Career/Technical Study