| dc.description.abstract | The growing number of learners with Learning Disabilities (LD), prompted the Researcher to carry out this study,to assess the implementation of individualized educational programme in public primary schools in Taita-Taveta County, Kenya.This study employed the Constructivist Theory of Instruction by Bruner, (1966) and the conceptual framework on variables in the study. The results of this study revealed that teachers used appropriate IEP strategies for identification, teaching and collaboration respectively. However, teaching materials were few and mainly teacher-made. Computers were few andthey were not mainly used for remedial with LD learners. The study used teachers trained in special needs education and their respective headteachers as the custodians of the school.Descriptive survey design was used to enable the researcher determine and report the way things were in their natural environment. The study population comprised 226 teachers trained in SNE, spread in 46 public primary schools, resulting to 46 head teachers from which the 20% sampling was sought.20% of the 226 made the teachers sample, resulting to45 teachers and nine head teachers, respectively. Purposive sampling technique was used for selection of the sample to ensure similar characteristics of the respondents. Questionnaires with open ended questions were used to adequately provide information on the research objectives and help to achieve meaningful conclusions on the topic of study.Content validation ensured that all content of the variables was included in the research questionnaire. Information analyzed was presented using tables and charts, accordingly. The study revealed that there were more female teachers trained in SNE as compared to male teachers but overall, there were few teachers trained in SNE. It was established that teachers employed IEP and that it was successful with LD learners.Also, collaboration was employed between the teachers and educational assessments and resource center personnel. Research results revealed that teaching materials were inadequate and were mainly teacher made, affecting effective implementation of the IEP for/no learners with LD. Further, where computer laboratories were in existence, they were not used for remedial teaching.The Ministry of Education to sponsor the training of more SNE teachers, to cater for the increasing number of children with LD in schools. In this regard, more trained male teachers as compared to female teachers need to be deployed to schools to ensure gender balance. The Ministry of Education need to make a deliberate effort to provide teaching materials for learners with LD since currently, only the teacher made are in useand are inadequate. | en_US |
