Practicum Report

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A REPORT ON A PRACTICUM UNDERTAKEN AT KILIMANI INTEGRATED
PUBLIC PRIMARY SCHOOL FOR LEARNERS WITH VISUAL IMPAIRMENTS,
NAIROBI, KENYA
KENYATTA UNIVERSITY
NAME OF STUDENT: JUDITH CHEPKORIR
REG NO: E83/30629/2015
PROGRAMME: DOCTOR OF PHILOSOPHY (EDUCATION)
DEPARTMENT: EARLY CHILDHOO AND SPECIAL NEEDS EDUCATION
SCHOOL: SCHOOL OF EDUCATION
COURSE CODE: ESN 939
COURSE TITLE: PRACTICUM IN INSTITUTIONS
TASK: PRACTICUM REPORT
LECTURER: DR LUBNA MAZRUI
DATE : 25th April 2022

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Abstract
The purpose of this practicumwas to enable the graduate trainee to apply the skills and knowledge from
graduate studiesin special needs education for learners with visual impairments. This mainly entailed
observation and participation in school learning activities and procedures, establishing the gaps and
taking an advisory and collaborator role to addressthe identified gaps towards improving integration of
learners with visual impairments in regular education program. The practicum was carried at was at
Kilimani primary school, Nairobi, Kenya. The context of this practicumwas three days per week trainee
participation fora whole termfromJanuary,2020. The trainee observed that the school had put in place
measures towardsattaining the aim of being an inclusive setting for learners with visual impairments
which included learners with visual impairments learned full-time in regular class with the support of
regular teacher and minimal pull out for special support at the resource room center, availability of
resource room centre equipped with special learning resource and personnel trained on education of
learners with visual impairments to offer special support to learners and regular teachers. However, it
was noted that lack of skills and knowledge to adapt teaching and learning and negative attitude toward
inclusion among regular teachers was a major hindering factor to integration of learners with visual
impairments in a regular setting. Other factors included lack of assistive devices, lack of basic training
on orientation and mobility skills, negative attitude, and low self-esteem among learners with visual
impairments. Observation of school activities outside the classroom further revealed lack of adaptation of
school environment for orientation and mobility, limited time allocated for special support fromresource
room, limited resource room personnel, limited special learning resources and lack of adaptation of
extra-curriculumactivities. These gaps affected theirhandwriting,effective participation, and academic
performances especially in mathematics activities among other academic outcomes. From the observed
gaps, the following interventionswere designed and implemented: Orientation and mobility sensitization
to regular teachers and learners with visual impairments, adaptation of learning during regular class
teaching, training on cuberism and abacus use in mathematics activities, low vision assessment,
sensitization of regular teachers on teaching strategies for integrating learners with visual impairments,
motivational talks,guidance,and counselling to curb on issues negative attitudes and low self -esteem
among learners with visual impairments. Fromobservation and intervention findings, recommendations
were made on best strategiesand approaches to improve integration of learners with visual impairments
and practicum program.

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Table of Contents
1.0 INTRODUCTION.......................................................................................................................5
1.1 OBJECTIVES OF THE PRACTICUM ......................................................................................5
1.2 BACKGROUND INFORMATION.............................................................................................7
1.3 OBSERVATIONS .................................................................................................................9
1.3.1 OBSERVATION OF CLASSROOM TEACHING AND LEARNING PROCESS................9
1.3.1.1 Observation on class 8B English class.............................................................................9
1.3.1.2 Observation of class 6 lesson on creative art subject.....................................................11
1.3.1.3 Observation of class 2B lesson on environmental activities...........................................14
1.3.2 OBSERVATION OF SCHOOL ACTIVITIES OUTSIDE THE CLASSROOM.................15
1.3.2.1 Observation of the general integration program...........................................................15
1.3.2.2 Observation on general school learning environment...................................................17
1.3.2.3 Observation of the unit resource center........................................................................18
1.3.2.4 Observation of swimming lesson...................................................................................19
1.3.2.5 Observation of Physical education lesson of class four..................................................20
1.4 GAPS IDENTIFIES DURING OBSERVATIONS...............................................................21
1.4.1GAPS OBSERVED OF CLASSROOM TEACHING AND LEARNING PROCESS...........21
1.4.1.1 Gaps Observed on class 8B English class......................................................................21
1.4.1.2 Gaps Observed on class 6 lesson on creative art subject ...............................................21
1.4.1.3 Gaps Observed on class 2B lesson on environmental activities .....................................22
1.4.2 GAPS OBSERVED OF SCHOOL ACTIVITIES OUTSIDE THE CLASSROOM.............23
1.4.2.1 Gaps observed on general integration program............................................................23
1.4.2.2 Gaps observed on general school learning environment ...............................................23
1.4.2.3 Gaps observed at the resource center...........................................................................24
1.4.2.4 Gaps Observation ofswimming lesson..........................................................................24
1.4.2.5 Gaps Observed in Physical education lesson of class four.............................................24
1.5 INTERVENTIONS UNDERTAKEN IN COLLABORATION WITH VARIOUS
STAKEHOLDERS IN THE EDUCATION OF LEARNERS WITH VISUAL IMPAIREMENTS.25
1.5.1 Orientation and mobility sensitization................................................................................25
1.5.2 Adaptation of learning in regular class rather than students going to resource center........27
1.5.3 Training on cuberism and abacus use in mathematics activities .........................................28
1.5.4 Low vision assessment.........................................................................................................29
1.5.5 Sensitization ofregular teachers on teaching strategies for integrating learners with visual
impairments................................................................................................................................32

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1.5.6 Motivational talks,guidance, and counselling to curb on issues negative attitudes towards
mathematics and low self-esteem.................................................................................................34
1.6 REFLECTIONS........................................................................................................................34
1.7 CONCLUSION.........................................................................................................................38
1.8 RECOMMENDATIONS...........................................................................................................39

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1.0 INTRODUCTION
Practicum is widely accepted as a valuable and integral component of education profession. It’s
manifested in many forms depending on the level of education and discipline including but not
limited to field experience, sandwich program, and internship programs. It’s designed to give
students a supervised practical application of knowledge and skills from lectures and studies in
their field of study. As a result, most institutions of higher learning incorporate practicum as one
of the core courses of study. Practicum in teaching profession of learners with visual impairment
is well implemented at PhD level of education at Kenyatta University, department of special
needs education and early childhood education among other departments as one of the core
courses of study. It takes varied length and focus, mainly full semester with full-time
participation in school activities. The context of this practicum report was two days per week
school participation for a whole term at Kilimani primary school, Nairobi, Kenya.
1.1 OBJECTIVES OF THE PRACTICUM
The objectives of the practicum were to:
 Provide opportunities for collaborative work between the cooperating teacher (s) and
practicum student to enhance service provision and learning for learners with visual
impairment.
 Give the graduate student as full and complete a picture as possible of the cooperating
teachers or teacher’s responsibilities on a day-to-day basis.
 Provide opportunity to synthesize, integrate and apply practical skills, knowledge and
training learned through courses to gain professional experience.
 Help students translate into practice in a particular setting the concepts and principles
taught in the classroom.

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 Incorporate the various stakeholders to enhance service provision and learning for
learners with visual impairment.
To achieve these objectives, the graduate student was expected to:
 Report to the practicum program at the beginning of the term and present
himself/herself to the head teacher.
 Explain to the head teacher the core responsibilities he/she will engage in
 Familiar himself or herself with the entire program and support services provided
in the practicum institution.
 Follow established procedures, practices, and requirements of the practicum
facility.
 Assess learning experiences of learners with visual impairment.
 Where necessary, discuss and develop IEPs and ITPs with the cooperative teacher
(s).
 When the situation demands it, take responsibilities of teaching learners with
visual impairment (both TB and LV) and develop meaningful objectives and
maintain written lesson plans.
 When appropriate, schedule interactive periods with the school nurse to discuss
medical treatment and referrals of learners.
 Become involved in extra-curricular activities and other relevant functions of the
program.
 Take responsibility for learning about the background and individual
characteristics of children served by the cooperative teacher (s).

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 Where necessary and possible, decide with the cooperative teacher to meet
parents of learners with visual impairment and capture their expectations and
involvement in the education of their children.
 Maintain a practicum portfolio of all the activities accomplished during practicum
 Keep a journal of self-reflection describing your daily activities and experiences
and e-mail it weekly to the university consultant.
 Prepare and submit a practicum report organized as per the format to be provided.
1.2 BACKGROUND INFORMATION
Kilimani Integrated Primary School is a public primary school run by local authority. It is a
mixed type of institution integrating students with visual impairments (Students with low vision
and students who have total loss of vision) and students with multiple disabilities and learning is
carried out through a Kenyan Curriculum. The school is in Kenya, Nairobi County, Westland’s
division, Kilimani location and wetlands constituency. The school believes that children with
visual impairments should not only receive quality education but should be integrated into
mainstream classrooms where possible. This school stands out as the integration model program
and currently has a total population of 103 pupils. I chose Kilimani Primary school as the
practicum institution because it’s the only integrated public primary school in Nairobi County.
Before the practicum started, I visited Kilimani primary school for introduction purpose and
requested to do practicum in the school. I met the school head teacher and explained my purpose
for the intended practicum, and he was receptive and willing to give me any required support.
After I was granted the permission, i requested for an introduction letter from Kenyatta
University confirming my studentship and detailing the purpose of the practicum which I later
presented to the principal. Upon presentation of an introduction letter, the head teacher handed

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me to the person in charge of the unit (Integration unit for learners with visual impairments) who
was also welcoming and assured me of his support during the period. He also introduced me to
the staff at the unit, both the teachers and specialist support staff at the resource center. The head
teacher also introduced me to the entire teaching staff and non-teaching staff in the school and
handed me to the teacher in charge of the visually impaired unit Mr. Gitau for any assistance
during the practicum with whom we agreed on three days per week full day participation and
collaboration in school activities.
I reported to the practicum program at the beginning of the term on 8th January 2020. I
explained my core responsibilities to person in charge of special needs education who was given
the role to give me the necessary support during the entire period. During the first week, I
familiarized myself with the entire program including gaining a feel for the philosophy and
objectives of the program, understanding the support services provided in the practicum
institution and assessed the procedures, practices, and requirements of the learning institution.
During the subsequent weeks, I primarily took time to make keen observations on the school
learning activities, procedures within and outside classroom environmental and participated in
classroom teaching in collaboration with the regular teacher. This included observation on
students and teachers, reviewing of students’ academic and administrative records, determining
students learning needs and understanding and getting involved regarding the instructional
strategies and techniques used. In the last month of the practicum, I took the role of advisor and
collaborator where i designed and implemented new educational interventions that were
recommended during observation period. This was a collaborative exercise between or among
cooperating teacher (s), school administration, school nurse and special needs education resource

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center staff and other visual impairment specialists. The interventions that were established to be
effective and interventions that were not implemented during the terms period were
recommended to the institution for future implementations.
1.3 OBSERVATIONS
1.3.1 OBSERVATION OF CLASSROOM TEACHING AND LEARNING PROCESS
1.3.1.1 Observation on class 8B English lesson
On the second week of the practicum, I observed class 8B English class. The class had a total of
thirty-five (35) students: three (3) students with visual impairments (one learner who was blind
and two learners with low vision). The class proceeded normally with the teacher teaching a
topic on prepositions, followed by question-and-answer session. The students participated well in
class activities like writing and answering questions. What sparked my attention was two
extremities: one student who was totally blind (Juliet) participated more actively than the regular
students throughout the learning activities and seemed to have mastered the lesson content as
indicated by fact that all her responses to questions asked by the teacher were correct compared
to the responses from regular students who could not answer most of the class questions
correctly. I also observed that she did not have nor use a walking cane for classroom and outside
movements.
On following up on Juliet observation with her teacher on her academic achievement, academic
records indicated that she performed very well in was ranked second in her class. However,
academic records indicated that she performed very poorly in Mathematics. I further interviewed
the student on the reasons for her poor performance in mathematics and if the problem also
affected the other students with visual impairments. I found that the learner had challenges in
most mathematical operation mainly due to relying on memory and not using any mathematical

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assistive device like abucus. On further talking to the student to establish why she performed
poorly in mathematics and below was her response
‘’ you know most of us (learners with visual impairment) have problems getting
mathematical concepts”.
This indicated an aspect of attitude and a fixed mind set with the learner that she cannot perform
well in because it’s normal for learners with visual impairment to poorly perform mathematics.
There was also a need for further investigation on the attitudes of students with visual
impairments (both with total loss of vision and the low vision) towards mathematics to establish
if this behavior also affected them.
Another learner with low vision (Ashley) was withdrawn and not participating in any academic
activities and on few occasions that she tried to answer the questions, she was completely out of
the topic and got all the questions the teacher asked wrong. I also observed that Ashley was not
using any low vision assistive device. For instance, she did not have any reading aid like reading
classes struggled to read and her handwriting was very poor. On further follow up with other
subject teachers of class 8B on poor participation, handwriting and performance of Ashley,
academic records indicated that she was performing extremely poor in all academic subjects.
When I asked the teachers especially the class teacher regarding the possible reasons behind the
observation, she indicated that Ashley had multiple disabilities including learning disability,
mental disability, and autism. The class teacher further reported that the learners had been
performing very poorly all along and she has always been pushed from one class to another. She
added that their hope was only for her to finish class 8 and may be join vocational course which
they believed was best option for her. On following up with Ashley as to why she did not have

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classes, she reported that the eye classes that she was given broke, and she never got a
replacement.
The class 8B English teacher’s assertion that Ashley has “multiple disabilities including learning
disability, mental disability and autism” warranted investigation partly because it was
questionable for a person to have both an intellectual and a learning disability. It also pointed out
the need to establish the teaching strategies that was being used to include such learners and any
other factors that may have contributed to her poor performance.
The observation on Ashley’s poor performance in mathematics subjects while she does very well
in other subjects also suggested a problem that needed an intervention. This indicated an issue
with teaching or learning methods in the subject and the need to provide motivational talks to
this learner and other learners with visual impairment. It was believed that talking to these
learners, motivating them, and pushing them to achieve their potential will make them believe in
themselves and that they excel not only in mathematics but also in other the subject.
1.3.1.2 Observation of class 6 creative art lesson
The class had a total of forty-two (42) students and one student had total loss of vision. Before
the class started, students were called upon to come and pick their coloring set of tools from the
teacher’s desk. I observed that the students with visual impairment did not go for his coloring set
of tools. After that, the students were given the activity to do some creative artwork which
involves drawing and coloring. What sparked my attention is the fact that the learner did not go
for the colours and class lesson proceeded while he was listening without even a braille machine
on his desk. He later removed it when I asked him about braille machine. The learning proceeded
normally with learners under observation making little or no contribution to learning because he
was not given the tools and the contents taught involved visual activities and was not possible for

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him due to visual impairment. I sat next to the boy and ask if he can describe what was being
done but he had no idea. I ask him to list objects found in the environment which he can relates
to and write in braille instead of drawing and he could attempt some. What I observed also with
the boy is the fact that he was very slow in understanding concepts and even responding to
simple question like telling his name. He also did not have the walking cane and possible the
reason why it was not possible for him to pick the learning materials from the teacher’s desk.
The teacher also did not take any initiative to take the learning tools or adapt the learning
contents for the learner during the lesson.
After the lesson, I interrogated the teacher as to why the learner was not involved in the lesson,
she said that the learner was very poor in all academic subjects, and it was a challenge for her to
involve him because she could lose the rest of the class who also demanded a lot of time. She
also added the fact they didn’t have training on how to handle the learners with visual
impairments and she had only been referring him to the unit for assistance. She further noted that
she was new in the school, and she was still learning how to handle the student and she had
recommended that the student to be attending the unit when regular classes are being taught
because the learners did not benefit most.
After class, i further went ahead and did document review of the class activities of this learner.
While the teacher didn’t have enough marked learning activities for that learner, being a new
teacher, a week’s lesson learning activities indicated very poor performance of the learner in all
the subjects with mathematics being poorly performed. From the observation that the learner
performed very poorly in all the subjects with mathematics being poorly performed suggested
the need for assessment to establish if the learner has other underlying condition, the need for an

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adapted teaching strategy or if any assistive device is required to address learner’s areas
weaknesses.
The observation that the topic taught was abstract on (coloring) and drawing required the use of
assistive device which he did not have, not even the use of braille machine to make notes of what
was being taught indicated exclusion of the learner in the learning process and a problem with
the curriculum being not well adapted. There was need to also establish and sensitize teachers on
the teaching strategies to include learners with visual impairments in teaching and learning
activities.
The observation that the visually impaired student in class six (6) on creative art subject did not
participate in any learning activity also revealed that students with visual impairments are not
excluded in practical subjects like creative arts without special adaptation like models and real
objects for concept development. There was need to do a review the curriculum for learners with
visual impairments to ensure that what they are taught are practical and meaningful for their
wellbeing. The creative arts teacher’s admission that it was a challenge for her to involve him in
class activities because she could lose the rest of the class who also demand a lot of time”
suggested that the teacher needed to be oriented on strategies for effective integration of the
learner with blindness in creative arts’ lessons.
From these observations, the following interventions were planned for implementation:
sensitization session with regular teachers on strategies for effective integration of the learner
visual impairments. The observation that the topic on colors was not beneficial to the learners
due to the abstract nature of the topic also called for curriculum review and adaption for persons
with visual impairment.

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1.3.1.3 Observation of class 2B environmental activities lesson
The class had a total of forty-five (45) students and one student had total loss of vision. The
learning proceeded normally, and the learners were learning about the types of soil. First, they
reflected on the previous lesson on the color of the flag and other colors. The students were
asked to name the colors of the flag and write them down. I observed that the learner could
remember some colors, but the biggest problem was writing the colors down correctly. For
instance, he could write color yellow as ‘yelo’ or green as “kirin”. On the type of soils, when
asked to name the three types of soil, clay, loam, and sandy soil, he could get the two correctly.
While the teaching method included the use of real soil types in class for the learner to touch and
feel which demonstrated the teacher’s level of understanding in accommodating such learners in
learning, the subject on the colors of the flag was also abstract and required adaptation. The
teacher also dictated most of the notes to the students. On further analysis on the spelling
mistakes, it was noted that the mistakes were all related to mother tongue influence and how the
words were dictated in class. I also noted that due to limited number of textbooks, when the
sighted students were copying from the text, the learners with visually impaired dint have braille
textbook and relied on his desk mate to read for him. He also relied on his desk mate to read for
him what was written in the chalkboard. It was also observed that what the learner with visual
impairment wrote depended on how his classmate pronounced for him. This consequently
affected his academic achievement in the subject and other subjects. This was confirmed from
document review which revealed the learners below average performance in all the subjects, with
extremely poor performance in Mathematics and English subjects.
This observation indicated the need for the teacher to ensure clear pronunciation of words that
needs writing in braille to enable the student to get the correct spelling, not leaving the other

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students to dictate to such students because they wrote based on how they pronounced to them.
Also, dictation method was not approach for learners with visual impairments to write notes
without used of braille textbook, thus there was need for the school to ensure adequate provision
of adapted textbook, braille writing equipment and correct pronunciation during dictation to
enhance learning among these learners. It also indicated need for the teacher to give both spelling
and pronunciation of words to ensure correct spelling among learners while teaching
environmental subject or any verbal communication. It also indicated that these students should
also be coached on handwriting and reading skills. It also called for training of regular teachers
including environmental subject teacher on appropriate teaching strategies to curb this
handwriting and reading skills. It also indicates the need for these students to be given further
guidance in the resource room lessons on areas of weaknesses including spelling and
mathematics guidance to be done in the unit in collaboration with the classroom support.
Teaching students with visual impairment abstract contents like colors without proper adaptation
was also injustice especially for learners with total loss of vision and called for review and
adaptation of the curriculum and teaching strategies to ensure effective learning of these learners.
1.3.2 OBSERVATION OF SCHOOL ACTIVITIES OUTSIDE THE CLASSROOM
1.3.2.1 Observation on general school learning environment
This included the observation of school management, the school operations including how
integration of students with visual impairments occurred and the general school environment.
What caught my eyes at the entry of the school was the school motto which stated that it
endeavored to become an inclusive education setting for learners with visual impairments.
However, the adaptations orientation and mobility of learners with visual impairments was very
low. For instance, there were no pavements from one class to another and to other places that the

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students visited regularly. Most students with total loss of vision also did not have white canes
but some were sight guided by their peer students from one place to another and others moved
without any assistance. This raised the question as to why most of the students didn’t have the
white canes which were very crucial not only for their orientation and mobility but also for their
safety. For instance, this posed a risk of these students being knocked by moving vehicles within
the school which were parked all over the place and risk of being knocked by vehicles while
crossing the road to their homes with the fact that the school is a day school and majority of them
used public transport. This observation further elicited the need to do an assessment through file
review, students’ observation, and interview with the teachers to determine whether these
learners required walking cane. The findings indicated that the learners required guidance for
orientation including use of walking cane. Further enquiry with the two students who had total
loss of vision as to why they did not have walking canes indicated that one student broke the
cane while the other had never been successful in getting the walking cane.
This observation clearly indicated that the school required adequate resourcing, planning, and
organization of the school learning environments to eliminate all barriers to orientation and
mobility of learners with visual impairments. This observation gave me the curiosity to find out
more regarding available resources provide for orientation and mobility and whether these
learners were trained on orientation and mobility. There was also a need to find out why most of
these learners with visual impairment didn’t use white canes to assist in putting in place an
intervention plan. There was also a need to establish the orientation and mobility competency
among the unit teachers and the regular teachers to facilitate training on basic of orientation and
mobility where need be. Further evaluation among learners with visual impairments and regular

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teachers revealed low level of basic awareness on the low vision competence and orientation and
mobility skills.
Based on these observations, there was need for training of regular teachers, school
administration, and support staff on how to adapt the environment and classroom teaching and
learning to enhance effective and efficient orientation and mobility for learners with visual
impairments. Students with visual impairment should also be trained on orientation and mobility.
There was also a need to give recommendation to the school administration on required
environmental adaptation to enhance effective and efficient orientation and mobility for leaners
with visual impairments.
1.3.2.2 Observation of the general integration program
I also took three hours per week at the unit making observations on the integration program. The
students were learning fulltime in regular classes but visited the resource room for specialist
support from the special needs’ education teachers. The regular teacher taught the lesson to all
the students with limited attention and adaptation to include learners with visual impairments.
The unit was of great help to both teachers and students with visual impairments because this is
where the student’s got assistance in areas of weakness. The assistance provided in the unit to the
students included assistance regarding braille reading and writing and assistance regarding
theoretical concepts that students didn’t understand in class. Teachers also visited the unit at their
free time to request for adaptation of the class teaching and learning materials and assistance
with de-brailing of students’ assignments and the scheduled time for the unit specialist support
was thirty (30) minutes. However, the time allocated for unit assistance was only 30 minutes and
very limited to give required special learning assistance to students. In addition, the time

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allocated is meant for lunch meaning that the time used was eating into the lunch hour time,
where in ideal situations, they require more lunch hour time than learners who are sighted, given
the time consumed due to delayed movement associated with visual impairments. These learners
also visited the resource center during swimming and physical activities time meaning they are
skipping these activities which are more crucial to them than the sighted students.
Based on this observation, there was a need to design an intervention where special support and
adaptation was provided to students with visual impairments during the class lessons, full-time
without pulling out to resource room. There was also a need to ensure that the intervention was
carried in collaboration with regular teacher where the lesson was adapted to suit the learning
needs of these learners and special attention given to them to ensure that they were learning
concurrently with the regular students.
1.3.2.3 Observation of the resource room center
There was a separate resource room center for learners with visual impairments. This was meant
to be a reference point where teachers and students get special needs education assistance. For
instance, teachers got support on teaching strategies for learners with visual impairments
including getting the adaptations for class lessons, de-brailling of students’ class activities to
enable them make assessment on leaners learning progress, brailling of class work learning
materials to be used by learners with visual impairments in regular class lesson. Most students
with total loss of vision who came to the center had challenge with cuberism and abacus use in
mathematical operation which was still not adequately provided at the resource center due to
limited time allocated for such special services.

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While the resource center was very helpful in providing special support resources, the special
learning resources were very limited. For instance, there were very few braille machines, adapted
learning charts, braille textbooks, abucus, cuberism, low vision devices among other special
learning resources required for teaching students with visual impairments. The number of
students who came to the center for special support were also many as compared to few special
need education personnel attached to the resource room center and thus affected the quality of
special services provided at the center.
Based on these observations, it was recommended to the school management to increase the
number of teaching and non- teaching personnel and special learning resources for efficient
teaching and learning in of learners with visual impairments in a regular class.
1.3.2.4 Observation of swimming lesson
In class 6 swimming lesson, all the learners were swimming but the learner who had low vision
was not involved. When I ask the teacher why he was not swimming he said he had contact
lenses and he could not swim. Others reported that they used swimming lesson for resource room
special assistance.
This observation indicated the need to find out the best possible way to ensure that all learners
with visual impairments are given the necessary adaptation depending on their special needs to
enable them take part in swimming activities. The fact that most of the student did not participate
in swimming, which is most essential to them than the regular students sparked my attention
forced me to do further observation to find out why are these learners not included in such
crucial activities, yet the school aim is to ensure their inclusion in all school activities.
These observations pointed out the fact that students with visual impairments are excluded from
swimming activities which is crucial for their health and physical growth more than the non-

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disabled peers. This could have been due to lack of specially trained swimming teachers on
adapted swimming, lack of adapted swimming instruments and the program that gives no time to
such learners to participate in swimming.
Based on this observation, it was recommended that the students with visual impairments would
be provided with adapted swimming gadgets, trained on adapted swimming, and allowed to
attend to swimming during swimming lessons and not resource room center. There was also a
need to ensure that swimming education is compulsory for all learners with visual impairments
for their physical growth and health.
1.3.2.5 Observation of class four physical education lesson
During the physical education class, there was one learner who had total loss of vision and two
learners with low vision. The learner who had total loss of vision was the only one who was not
participating in physical education lesson and was not in the field. When I asked the teacher
about his whereabouts, he said that they always use that time for special education support in the
resource room. The fact that most of the student did not participate in physical education
activities which is most essential to them than the regular students sparked my attention forced
me to do further observation to find out the reason for exclusion of these learners from these
crucial activities, yet the school aimed to ensure their inclusion in all school activities.
Based on this observation, it was recommended that the students with visual impairments are
allowed to attend to physical education lesson and not to use physical education lesson for
resource room specialized training. There was also a need to ensure that physical education is
compulsory for all learners with visual impairments for their physical growth and health.

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1.3 GAPS IDENTIFIES DURING OBSERVATIONS
1.4.1GAPS OBSERVED OF CLASSROOM TEACHING AND LEARNING PROCESS
1.4.1.1 Gaps observed on class 8B English lesson
The gaps identified during class 8B English lesson included the fact that student with total loss of
vision did not have nor use any assistive device for learning, lacked assistive device like walking
cane, performed poorly in Mathematics activities, negative attitude towards Mathematics subject
and lack of skills and knowledge among regular teachers on how to accommodate learners with
visual impairments in regular class.
This indicated a need for low vision assessment of learners with visual impairments to establish
the assistive devices that they required devices. There was also a need to curb the attitude issues
towards mathematics and provision orientation and mobility training to learners with visual
impairments.
1.4.1.2 Gaps Observed on class 6 lesson on creative art subject
The observation that the visually impaired student in class six (6) lesson on creative art where the
student who was totally blind was called upon to pick coloring set of tools from the teacher’s
desk without guidance on how to pick or ensuring that the students have the tools is assuming
that all the learners are sighted and can see where to pick the tools excluded learner with visual
impairment from the learning activities. This situation forced the learner to take the passive part
of learning of just listening which greatly affected his academic performance. Giving students
with total loss of vision activities involving drawing and coloring which required sight was also a
form of exclusion in learning. The teacher’s response that it was a challenge for her to involve
him because she could lose the rest of the class, that she didn’t have training on teaching students
with visual impairments and that that she had recommended the student to be attending the unit

22. 22
during regular classes indicated a negative attitude and lack of skills for inclusion learners with
visual impairments.
This indicated the need for regular teachers to be sensitized on strategies required for effective
inclusion of learners with visual impairments and advantages of inclusion to improve teachers’
positive attitude towards teaching learners with visual impairments. This observation also
indicated the need for an assistant teacher in every class to ensure close teaching attention to
such learners.
1.4.1.3 Gaps observed on class 2B environmental activities lesson
From the observation in class 2B lesson on environmental activities, the following gaps were
identified.
 Poor handwriting, spelling mistakes and reading skills among students with visual
impairments which were likely linked to poor method of teaching.
 Mother tongue influence on reading and writing greatly affected literacy and learning of
students with visual impairments.
 Limited learning resources especially braille textbooks affected effective leaning among
learners with visual impairments.
 Teaching students with visual impairments on abstract subjects like colors affected
conceptualization and learning among learners with visual impairments which greatly
contributed to their poor academic performance.
 Poor performance in mathematics among students with visual impairments was a major
challenge among most learners with visual impairments.

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1.4.2 GAPS OBSERVED OF SCHOOL ACTIVITIES OUTSIDE CLASSROOM
1.4.2.1 Gaps observed on general integration program
 Despite the scheduled time for the unit special support, most students came to the unit
even outside the scheduled time, thus interfering with their regular classroom sessions.
 While swimming and physical education activities are essential to students with visual
impairments, they were excluded from these crucial activities due to lack of adaptation
and that they used the scheduled time for resource room support special support.
 While the school had put in place a reasonable effort in enabling learners with visual
impairments to learn in the resource room, the amount of time allocated for such support
was very limited and not adequately benefiting the students. In addition, the pulling out of
students or students visiting resource center during regular class hours, swimming or
physical education lessons was harmful to their effective learning, health, and physical
growth. This pointed out the lack of special education training among the teachers to
ensure adequate classroom adaptation for effective inclusion of these learners full-time in
regular class without pulling out to resource room.
1.4.2.2 Gaps observed on general school learning environment
 While the school was an integrated school setting for learners with visual impairments,
school environment needed adaptation to ease orientation and mobility. This indicated
lack of adequate preparedness by the school to ensure effective orientation and mobility
and integration of learners with visual impairments which was a major key for inclusion
of students with visual impairments in a regular class.
 While white canes are very crucial not only for orientation and mobility and safety
among students with visual impairments and especially among learners with total loss of
vision, all learners with total loss didn’t also have the white canes.

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1.4.2.3 Gaps observed at the resource center
 Most students with total loss of vision had challenges with cuberism and abacus use in
mathematical operation which was not adequately provided at the resource center.
 The time allocated for resource room support of 30 minutes was not adequate for a
meaningful special support for learners with visual impairments.
 The resource room support was allocated at lunch hour thus eating into learners with
visual impairments lunch hour time.
 Due to limited time allocated to resource room support, most students skipped crucial
activities like swimming and physical which are crucial not only for their fitness but also
for the health.
 Inadequate learning resources. There were limited resources in the resource room
including low vision devices, braille textbooks among others.
 Inadequate Personnel. There were limited special need education teacher attached to the
resource room center. The number of regular teaching staff was also low compared to the
total number of students with visual impairments.
1.4.2.4 Gaps observed on swimming lesson
While swimming is crucial for growth and development of learners with visual impairments, the
learners were excluded from such activities mainly due to lack of training and adaptation to
facilitate swimming among these learners.
There was need for students with visual impairment to be trained on adapted swimming and
provided with adapted swimming materials.
1.4.2.5 Gaps observed class four physical education lesson
While physical education is crucial for growth and development of learners with visual
impairments, these learners were excluded from such activities.

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There was need for students with visual impairment to be trained on adapted physical education
and provided with adapted physical education training materials.
1.5 INTERVENTIONS UNDERTAKEN IN COLLABORATION WITH VARIOUS
STAKEHOLDERS IN THE EDUCATION OF LEARNERS WITH VISUAL
IMPAIREMENTS
1.5.1 Orientation and mobility sensitization
Based on the observation that the school environment was not adapted for effective orientation
and mobility, regular teachers and students with visual impairments lacked knowledge on
orientation and mobility basics and the fact that further assessment of the learners with visual
impairments indicated that they needed guidance on movement, i designed and implemented
orientation and mobility sensitization to these groups in collaboration with special needs
education teachers.
The students were sensitized on the need to always use the white canes and cane skills for within
and outside the school environment movement. Sensitization for the students was done once a
week during the resource room special support schedule time for the entire term. Regular
teachers were also sensitized on orientation and mobility basics so that they can sensitize
students with visual impairments. This was done once a week during lunch hour throughout the
term in collaboration with resource room special needs education teachers. There was one
teacher who had total loss of vision in the resource room who was an expert in orientation and
mobility training and was very resourceful during the training.
Teachers were sensitized on the following orientation and mobility basics for learners with visual
impairments:

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 How to recognize when cane needs repair and/or new tip
 Advanced cane techniques
 Protective techniques
 How maintain safe and efficient cane use on public transport
 Choosing correct technique for environment orientation and mobility
 Assessment procedures for determining the student’s readiness for travel instruction.
 The appropriate procedures used to assess orientation and travel skills in areas such as
motor, cognitive, language, and sensory skills.
 Standardized and non-standardized travel assessment instruments, and how to conduct
assessments using these instruments.
 Assessment practices for determining the student’s travel skills.
 The basic principles of learning theories and the way these theories relate to
travel instruction
 The concepts and techniques of observation that are needed for travel instruction.
The training on orientation and mobility sensitization to students and regular teachers involved
the following:
 How to recognize when cane needs repair and/or new tip
 Advanced cane techniques
 Protective techniques
 How maintain safe and efficient cane use on public transport
 Choosing correct technique for environment orientation and mobility
We also follow up with Kenya society for the blind for walking canes and two students with total
loss of vision were lucky.

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By the end of the term, it was observed that the two students with total loss of vision were using
their walking canes for movement especially for indoor movement. The teachers were also able
to give basic guidance to students with total loss of vision on orientation and mobility including
cane techniques.
1.5.2 Full-time adaptation and teaching in regular class rather pull-out to resource center
The observation that learners with visual impairment was just attending the regular classes
without benefit much from regular classes as indicated by poor academic outcomes and fact that
was allocated to resource room special support was very limited was a major issue of concern.
There was a need to implement a teaching strategy that ensure that appropriate support and
accommodation is provided to students with visual impairments in the regular class throughout
the day without pull out to resource room center.
I designed and implemented and intervention of ensuring that learning was adapted during
regular class lesson to ensure that learners with visual impairments are actively involved in
learning. This involved provision of appropriate support and adaptation of the learning material
before and during the lesson like provision of models for abstract contents, provision of the
learning content in braille, ensuring that they have the required assistive devices, close attention,
and monitoring of their learning. The full-time adapted teaching was provided in collaboration
with regular classroom teachers and resource room staff to guide the regular teachers on how
they should include learners with visual impairments in regular learning through the lesson.
This intervention was carried out in class 8 B Mathematics lessons for the entire term. The
identification of the special needs support of the learner in regular class and intervening on such
areas in class was easier and more effective than intervening in the resource room center. For
instance, in mathematics exercise on multiplication of two-digit numbers with a two-digit

28. 28
number, it was identified that the learner went wrong mostly where a digit is carried and the
learner not using any assistive devices. This was also easily corrected at the same time of such
occurrence in regular classroom than the learners seeking for support from the resource room
after class.
The intervention proved efficient as the academic achievement of the two learners with visual
impairments had improved significantly. This was also observed from the reduced number
frequency of attending the resource room center by the two students from the class meaning most
of their requirement for special support was sorted in the regular class.
1.5.3 Training on cuberism and abacus use in mathematics activities
It was further observed that poor performance was contributed by lack of skills on using
mathematical devices including cuberism and abacus which warranted training on the use these
assistive devices. For instance, the learner who relied on memorizing figures during calculations
without using mathematical assistive device, made her forget most operations and thus poor
performance in academic activities. I initiated training on the use of cuberism and abacus to
Juliet. I did a total of six lessons in the unit, every 30 minutes that they were allocated to for
resource room special support. I also implemented the intervening in class when the lesson was
going on in collaboration with regular mathematics teacher to ensure that i observed where the
learner was going wrong and guided the student on the specific areas of mathematics operations
that she was experiencing challenges. I emphasized on the learner using the mathematics
assistive device instead of relying on memory and trained the learner on how to use the devices.
We started with one digit by one digit multiplication and then two by two-digit multiplication
using cuberism. Then we worked on the use of cuberism for other mathematical operations
including addition, subtraction, and division. After cuberism training, I introduced the use of

29. 29
abucus in mathematical operation. We started with one digit by one digit multiplication and then
two by two-digit multiplication using abucus. I also guided the learner on using abucus for other
mathematical operations including addition, subtraction, and division. The interventions showed
great positive outcome as indicated by the learners improve performance in the subject at the end
of the term.
1.5.4 Low vision assessment
Based on the observation that most students with low vision were not using any assistive devices
and yet they experienced challenges while reading and writing, not participating in class
activities and the assertation from the teacher that the learner had “multiple disabilities including
learning disability, mental disability and autism” also warranted an assessment.
Before the main assessment, i did pre-assessment activities. This included informing school
principal, the special needs education teachers and regular teachers regarding learners who were
going to be assessed and the proposed assessment process. Their reception was positive. It also
involved getting information from student’s personal file to determine if the assessment was
done before, whether assistive devices were recommended and provided and to get the parents
contacts to seek their consent for the exercise. This part was challenging as i could not get the
personal files with ease.
During the first week of the semester, the 8th of January, I also visited lion’s eye hospital to
follow up on a phone call that made in December 2019 to book for the appointment. The hospital
administration was very welcoming and willing to support. They added that this was part of their
work and services they offered which included screening, referrals, medication, and routine visits
to institutions for learners with visual impairment and regular schools as one of the steps towards

30. 30
preventing avoidable blindness. It was from this appointment that the assessment date was
confirmed.
The assessment exercise happened in the second week of the term on the fourth day (Thursday)
15th of January 2020. The assessment process started at 9.00 am to 4.00 pm and was led by lion’s
eye hospital. Low vision assessment was carried out in collaboration with parents, regular
teachers, special need education, school administration and lions eye hospital.
A total of twelve (12) learners with low vision were assessed. Three (3) parents were present and
gave background or brief history of learners assessed. This included information on the onset of
the visual problem, causes of visual impairment, any intervention measures or medication
already given.
The low vision assessment sought to:
 Determine the low vision experienced among learners with visual impairment
 If there was any existence of myopia, hyperopia Glaucoma, complication for cataract,
trachoma.
 Establish the need for use of any optical aids
 Establish if there was existence of the visual acuity for far distance and near distance
 Presence of any fixation difficulties.
 Color vision
 Contrast sensitivity
 Distance visual acuity
 Nystagmus
 Cataract

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 Visual field of vision
 Any other visual abnormality that required
Assessment Outcome
The learners had the following identified vision problems
o Two learners required the optical devices including handheld magnifiers and the
team recommended for them to be given and that they will do a follow up with the
management to ensure supply
o One learner had some useful vision but not adequate for reading print and thus
was recommended braille use
o Two learners had lenses disorders
o Three learners had amblyopia
o Two learners had refractive disorder and were recommended glasses
o Two learners had a problem with contrast sensitivity.
o None of the learners had fixation difficulties
o None of the learners had vision discrimination difficulties
Eight (8) learners with visual impairments required the optical devices including handheld
magnifiers and magnifying classes which were later supplied to the students through the school
management.
The learner with contrast sensitivity, background contrast, vision discrimination difficulties and
who required large print were recommended for classroom adaptation including sitting position,
regulation of the classroom light and provision of low vision rehabilitation.

32. 32
1.5.5 Sensitization of regular teachers on teaching strategies for integrating learners with
visual impairments
Various classroom observations during regular classroom teaching called for the need to
schedule interactive sessions with the regular teachers on the teaching strategies for learners with
visual impairments. For instance, an observation on very poor performance in mathematics
activities but very good performance in other subjects indicated poor teaching strategies as part
of the contributing factors. Also, the exclusion of students with visual impairments from
participation in creative arts and environmental activities also indicated poor teaching strategies,
lack of attention and monitoring of students learning to ensure that learners with visual
impairments are actively involved in learning.
I therefore designed and implemented a sensitization training session to regular teachers on how
to adapt teaching and learning resources to accommodate learners with visual impairments. This
was a collaborative activity with special need teachers and resource center personnel where I
participated in teaching the subject to guide the teacher and providing adapted learning in regular
class lessons for the entire semester. This enabled the enable the regular teacher to have practical
experience on how to adapt learning for the learners during regular lessons.
Regular teachers were also sensitized on the following requirements for effective integration of
learners with visual impairments in regular education classroom:
 The inclusive school core curriculum for learners for students with visual impairment
should be flexible to allow for local adaptations or for teachers to experiment and try out
new approaches.
 The inclusive school core-curriculum content should be adopted to reality in which the
students live, and therefore accessible and motivating

33. 33
 Teachers teaching strategies and lesson delivery need to be diversified to enable students
with vision impairment to participate in learning
 Students with visual impairment should be trained in an expanded core curriculum to
enable them function fully in an inclusive educational environment
 The inclusive school should provide dual curriculum (Expanded core curriculum and
regular curriculum) to learners with visual impairment
 The need for school to include expanded core curriculum in the curriculum and provide
teaching time in the school timetable
 Teaching of students with visual impairments in inclusive school to be done through
collaboration of team of professionals
 General education teachers, school administration, students with visual impairment,
general students should have positive attitudes towards inclusion of students with visual
impairments to ensure that inclusive education provided is adequate and meaningful.
 The inclusive school should provide adequate and appropriate assistive devices to enable
students with visual impairments to participate effectively in the learning curriculum and
other school life
 Students with visual impairment should be trained on orientation and mobility to allow
them to be successfully included and to enable them to move safely, independently, and
purposefully.
 The government should provide inclusive schools with sufficient funding for specialized
resources
 The inclusive school should have support teachers in addition to general education
teachers to improve learning in integrated schools.

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1.5.6 Motivational talks, guidance, and counselling to curb on issues negative attitudes
towards mathematics and low self-esteem
Based on class 8 B class observation that the students who performed poorly in mathematics
activities while performing very well in other subjects and student statement that they do not do
well in mathematics because they are visually impaired suggested a negative attitude and low
self-esteem issue. This observation suggested the need to provide motivational talks to this
learner and other learners with visual impairment. It’s believed that talking to these learners,
motivating them, and pushing them to achieve their potential will make them believe that they
can make perform excellently not only in mathematics subject but also in other subjects.
As a result, we organized a guidance and counselling session among all students with low vision
and students with total loss of vision in collaboration with regular and special needs education
teachers. This was done once a week, every Friday, where we gave talks to students on topical
issues including a discussion on contributing factors to poor performance in mathematics, issues
of self-esteem, motivation and other factors relating to academic performance where students
expressed their view and gave approach to address these challenges. By the end of the term, it
was observed that this students and other students with visual impairments had a great
improvement in attitude issues and academic achievement in mathematics achievement among
most learners with visual impairments.
1.6 REFLECTIONS
My reflections on practicum observations and interventions at Kilimani Integrated Primary
School are as follows:
 It was observed that students with visual impairments were excluded from classroom
effective participation due skills and knowledge on strategies for effective integration of
student visual impairments which led to training on this area. These observations are in

35. 35
line with findings from most studies which reveals that while students with visual
impairments can study all academic subjects like their peers, lack of skills on how to
adapt regular learning leads to their exclusion from participating in all subjects,
particularly in Mathematics, Science, and Physical Education classes (Brydges et. al,
2017; Jessup, et. al,2017 and Lieberman, al,2006). The positive academic outcome by the
end of the term among most learners with visual impairments also indicated that use of
strategies for effective integration of student visual impairments in regular classroom is a
major factor in addressing poor academic achievement especially in Mathematics
activities among these learners.
 Based on the observation that the class 8B English teacher’s assertion that Ashley had
multiple disabilities and lack of assistive devices among majority of students with visual
impairments led to low vision assessment intervention. Assessment, is known as
evaluation, can be seen as a problem-solving process (Swanson & Watson, 1989) that
involves many ways of collecting information about the learner, Gearheart and Gearheart
(1990); cited in Pierangelo and Giuliani, 2006). The low vision assessment among
students with visual impairment indicated that the learners required low vision assistive
devices like the use of large prints materials to aid in reading and writing and magnifying
classes, classroom adaptation and low vision rehabilitation. This observation and the fact
that the learners who were provided with low vision assistive devices and classroom
adaptation registered improved academic achievement explained the fact that poor
academic performance among most of these learners were linked to lack of use of these
devices. This observation is in line with most research findings which indicates that

36. 36
assistive devices are a significant factor in improving both educational participation
(Aston, et al 2010).
 The observation that while the school aimed to be an inclusive setting, there was limited
environmental adaptation like ramps and pathways required for effective orientation and
mobility and that teachers and students lacked adequate skills on the basic orientation and
mobility warranted training. Orientation and mobility are recognized as an integral
component of expanded Core Curriculum for students with visual impairments (Halten,
1996). As a result, orientation, and mobility basic was provide to regular teachers and
students with visual impairments. In addition, the observation that most students with
total loss of vision dint have the white canes which are very crucial not only for their
orientation and mobility but also for their safety, suggested the possibility that students
and teachers lack training on cane skills. As Martinez, (2011) pointed out, the focus of
orientation and mobility includes training on cane skills and that any educational program
for the visually impaired which does not include some basic orientation and mobility
training is not complete (Abosi,1991). However, due to limited time, teachers and
especially students with visual impairments were not trained on canned skills to enhance
orientation and mobility practices and their independence in the classroom and outdoor
settings. Instead, this was recommended to the school administration to ensure
assessment of students with total loss of vision to determine if they need walking canes
and provide the required training to both teachers and these students.
 The fact that student with visual impairments were excluded from physical and
swimming activities was injustice to their health and wellbeing. This observation concurs
with the findings that physical education is one of the academic subjects where students

37. 37
with visual impairments experience isolation and exclusion (Haegele et. Al, 2015;
Haegele & zhu 2017). While this observation gap required adaptation of physical and
swimming activities and training of teachers on how to adapt such activities for learners,
there was limited time within the scope of this practicum to carry out such interventions.
However, this was recommended to the school administration for implementation.
 Observation that learners with visual impairment just attended the regular classes and the
time allocated to resource room special support was very limited consequently affecting
their academic outcome. Most studies are in line with this observation that this mere
attendance in most regular schools is insufficient to bring about inclusion (Cheshire,
2019). Many of such regular schools often lack such necessary supports to ensure
successful inclusion of students with disabilities (Hatlen, 2004) consequently, leading to
waste of time among learners with visual impairments which further leads to poor
learning outcome. It’s partly, for this reason that concern has been expressed worldwide
that a large majority of students with vision impairment are leaving the compulsory
school system inadequately prepared to take on further study, seek employment,
participate meaningfully in the community, and live independently’ (Australian Blindness
Forum [ABF], 2008). These concerns have highlighted the fact that students with vision
impairments need an educational system that meets their individual needs (Australian
Blindness Forum [ABF], 2008). Effective inclusive system thus desired to enhance the
education outcomes of students with visual impairments.
 This led to intervention of providing special support to learners with visual impairments full time
in the regular classroom. Such appropriate supports include academic, technological, and social
support (American Foundation for the Blind, 2005a) that will address unique learning needs of
students with visual impairments. Inclusive schools should also embrace the uniqueness and

38. 38
diversity of all students and believe that all students have the right to be educated in their
neighborhood schools and promotes a collaborative and flexible learning environment where all
students can learn with dignity (Palmer, 2005).
 The improved academic achievement at the end of the term indicated that provision of adaptation
and special support full-time in a regular classroom contributes significantly to positive academic
outcome. This observation concurs with most studies which included Baker, et. Al, (1995) which
revealed that the benefits of inclusion for students with and without disabilities includes greater
access to general curriculum and increases social interaction and friendship. Studies also revealed
that many children are confident that the inclusive program is more useful in terms of the
academic outcomes and social skills development (Klingner, Vaughn, Schumm, Cohen, &
Forgan, 1998). There was need for this intervention to be continued in the school for effective
integration of students with visual impairments rather than pulling the students to the
resource room.
1.7 CONCLUSION
The school had put in place measures towards attaining the aim of being an inclusive setting for
learners with visual impairments. This included the fact that the learners with visual impairments
learn full-time in regular class with the support of regular teacher and minimal pull out for
special support at the resource room center. The school had resource room personnel who had
specialized training on teaching learners with visual impairments and offered special support to
learners and regular teachers. The resource room also had special learning resources to support
learning in regular class and special support in the resource room. However, lack of skills and
knowledge to adapt teaching and learning among regular teachers major hindering factor to effective
integration of students with visual impairments. In addition, students with visual impairments

39. 39
lacked low vision assistive devices, walking cane for classroom and outside orientation and mobility,
orientation and mobility training, positive attitude, and high self-esteem especially to Mathematics
subject. Observation outside classroom teaching and learning also revealed that the school lacked
environmental adaptation to ease orientation and mobility, had limited time allocated for special support
from resource room, resource room personnel, special learning resources and adaptation of extra-
curriculum activities. These gaps consequently affected handwriting, effective participation, and
academic performances especially in mathematics activities and other academic outcomes among students
with visual impairments. Addressing these challenges was therefore recommended to aid in
improving integration of learners with visual impairments in regular education setting in the
school.
1.8 RECOMMENDATIONS
1.8.1 Recommendation to the school administration
From the observed gaps and interventions outcome the trainee made the following
recommendation to the to the school administration:
 Regular in-service training for teachers
To provide regular in-service training for regular and special needs education teachers on
strategies for effective integration of students with visual impairments.
 Regular low vision assessment
To conduct regular low vision assessment and ensure a multi-disciplinary team approach
to assessment is used. This will help in identification and provision of the required low
vision assistive devices and in designing academic low vision rehabilitation where
necessary.
 Training students with visual impairments on use of assistive devices

40. 40
To ensure continues training of students with visual impairments on how to use the
assistive devices like abacus, cuberism to guide in mathematical expressions, walking
cane among others.
 Environmental adaptation for effective and efficient orientation and mobility
To ensure environmental adaptation including putting in place pathways to enhance
effective and efficient orientation and mobility for learners with visual impairments.
 Curriculum review
To review the curriculum for learners with visual impairments to ensure that what they
are taught are practical and meaningful for their wellbeing and ensure adaptation of such
learning to suit their learning needs.
 Assistant support teacher
To ensure presence of an assistant special need’s education teacher in every class to
ensure 1:1 special teacher attention to student ration for effective integration of students
with visual impairments.
 Compulsory and adapted swimming lessons
Based on the observation that students with visual impairments were excluded from
swimming lessons since they use such time to attend resource room for special education
guidance and due to lack of adaptation, it was recommended that swimming lessons for
students with visual impairments to be compulsory and not to use the allocated time for
swimming lessons for activities. In addition, it was recommended that the school should
ensure that the swimming lessons are adapted to suit their needs and provided with
adapted swimming materials.
 Compulsory and adapted physical activities

41. 41
Based on the observation that students with visual impairments were excluded from
physical education lessons since they used the allocated time to attend resource room for
special education guidance and that physical activities were not adapted, it was
recommended that physical education for students with visual impairments should be
compulsory and that they should not use physical education lesson for resource room
specialized training. In addition, it was recommended that the school should ensure that
the physical education lessons provided to such learners must be adapted to suit their
needs and provided with adapted swimming materials.
 Adequate provision of adequate special learning resources.
Based on the observation that there were limited resources in the resource room including
low vision devices, braille textbooks among others, it was recommended that the school
management should ensure adequate provision special learning resources to facilitate
effective special support to students and teachers.
 Availability of adequate teaching and resource room personnel
Based on the observation that there were inadequate special need education personnel
attached to the resource room center and that the number of regular teaching staff was
also low compared to number of students per class, thus a barrier to effective teaching to
learners with visual impairments, it was recommended that the school should ensure
adequate provision of teaching and resource room personnel.
 Full time inclusion of students with visual impairments
Based on the limited time allocated to the resource room special support, it was
recommended to the institution to ensure that learners with visual impairments learn in
the regular class full time without pull outs. To achieve this, the institution was also

42. 42
recommended to ensure that regular training of regular teachers and special needs
education teachers on strategies to adapt learning for inclusion of students with visual
impairments.
 Motivational talks to learners with visual impairments
Due to the observed negative attitude and low self-esteem among learners with visual
impairments, it was recommended to the regular teachers, special needs education
teachers to work towards promoting positive attitude to mathematic subject among these
learners which was observed to be poorly done. Poor attitude being one of the major
likely contributing factors. There was a great need to talk to these learners to motivate
them and to push them to achieve their potential with the philosophy that they can make
it in the subject
 Curriculum review and adaptation
Based on the observation that most content taught to learners with visual impairments
were abstract especially in science subjects, it was recommended that the curriculum for
learners with visual impairment be reviewed and adapted where necessary to suit their
learning needs
 Assistant teacher to support regular teacher in a regular class
Due to the observed large class size which lead to exclusion of learners with visual
impairments, it was recommended that an assistant support teacher to be included in
every lesson to support regular teacher and to facilitate 1:1 teaching support for learners
with visual impairments.
 Assessment of students with total loss of vision and training cane skills

43. 43
The school administration to ensure assessment of students with total loss of vision to
determine if they need walking canes and provide the required training to both teachers
and these students.
1.8.2 Recommendation to Kenyatta University, Department of Special Needs
Education and Early Childhood
From the observed nature of work and the need to ensure that proposed interventions
from the observed gaps are implemented, the following was recommended to Kenyatta
University, Department of Special Needs Education and Early Childhood:
 Duration of the practicum be extended
The duration of the practicum be extended to at least two semesters to be done
concurrently with the course work. It would be more practical and effective to carry out
observation and designing of intervention in the first term and intervention
implementation to be carried out for a full term for impactful results.

44. 44
REFERENCES
Abosi, O. (1991). The effects of orientation and mobility training on the locomotory behavior
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