| dc.contributor.author | Okoth, Zedekia Onyango | |
| dc.contributor.author | Omoke, Charles Makori | |
| dc.contributor.author | Wachianga, Washington O. | |
| dc.date.accessioned | 2021-04-16T12:53:29Z | |
| dc.date.available | 2021-04-16T12:53:29Z | |
| dc.date.issued | 2018-02 | |
| dc.identifier.citation | : Okoth, Z, O., Omoke, C., M., Wachianga, W., O. (2018) Identification of Gifted and Talented Learners with Hearing Impairment in Inclusive Education Programmes in Kenya. International Journal of Arts and Entrepreneurship. Vol. 7 (2) pp 85 – 108. | en_US |
| dc.identifier.issn | 2307-6305 | |
| dc.identifier.uri | http://ir.jooust.ac.ke:8080/xmlui/handle/123456789/9496 | |
| dc.description.abstract | International and national policy documents support the provision of education for gifted and
talented learners with hearing impairment in inclusive education programmes. The study
investigated the identification of gifted and talented learners with hearing impairment in
inclusive education programmes in Kenya. Qualitative and quantitative research utilizing
concurrent triangulation study design focused on respondents’’ experiences on identification
process of gifted and talented learners with hearing impairment in inclusive education
programmes in Kenya. Interview, questionnaires, focus group discussion and observation
checklists were used to collect data from purposely selected respondents which included 1
Principal 28 teachers and 208 learners of a technical institution in Kenya, 1 National Council for
Persons with Disabilities officer, 3Educational Assessment and Research Center officers and 2
Quality Assurance and Standards officers in Siaya County, Kenya. The major findings of the
study were that learners with hearing impairment volunteered themselves or were identified by
their peers as gifted and talented, others were identified by their teachers when they were
exposed to variety of activities in and outside the classrooms and workshops. There was also
disconnect between Special Needs Education Policy and practice, and between various
stakeholders. The conclusion drawn was that Kenya used informal identification tools such as
self, peer, parent/caregiver or teachers nomination. Standardized identification tools could not be
used in Kenya to identify gifted and talented learners with hearing impairment in inclusive
education programme because they were culturally biased, which is against the principle of the
United Nations Conventions on the Rights of the Child that Kenya ratified and has entrenched in
its laws and policies. There is need for Kenya Institute of Curriculum Development to develop a
standardized identification tool for gifted and talented learners with hearing impairment. | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | International Journal of Arts and Entrepreneurship | en_US |
| dc.subject | Special Needs Education | en_US |
| dc.subject | Inclusive Education | en_US |
| dc.subject | Gifted and Talented and Hearing Impairment and Identification | en_US |
| dc.title | Identification Of Gifted And Talented Learners With Hearing Imparement In Inclusive Education Programmes In Kenya | en_US |
| dc.type | Article | en_US |
