The effect of teacher attitude on the acquisition of reading skills among intellectually challenged learners in foundation level in Baringo County,Kenya

Author: Reuben Chebolei, Prof: Kisilu Kitainge (PhD), Dr: Jaluo Murunga (PhD)

Date: 2024

Abstract: The acquisition of reading skills is a crucial milestone in early education, especially for learners with intellectual challenges who require additional support to grasp fundamental literacy concepts. In foundation-level education, teacher attitude plays a significant role in shaping learning outcomes and facilitating an inclusive environment that fosters skill acquisition. Positive teacher attitudes can enhance learners‘ motivation, self-confidence, and persistence, while negative attitudes may impede their progress and reinforce barriers to learning. In Baringo County, Kenya, understanding how teacher attitudes impact the development of reading skills among intellectually challenged learners is essential to improving educational outcomes for this group. This study seeks to explore the influence of teacher attitudes on reading skill acquisition, focusing on the challenges and strategies unique to foundation-level education. Insights from this research may inform interventions that support teachers and enhance learning experiences for intellectually challenged students, contributing to a more equitable and inclusive education system in Kenya.The purpose of this study was to investigate the effect of teacher competencies on the acquisition of reading skills among intellectually challenged learners in foundation level in Baringo County, Kenya.The study employed qualitative and quantitative approaches of data generation borrowed from descriptive survey design. Random sampling was used to select 116 teachers and purposive sampling was used to select 16 headteachers. The target population for the research involved 116 teachers and 16 headteachers in the sixteen special schools making 132 respondents. Data was collected using self-made questionnaire, interview schedule, observation chalkiest and document analysis. The Cronbach‘s Alpha correlation coefficient was calculated to test the reliability of the instruments and where a coefficient Alpha of 0.70 implied that the research instruments were reliable and therefore the researcher would adopt. The data obtained was analyzed using inferential statistics whereas descriptive statistics was used to organize and summarize data. Percentages, frequencies tables and means scores of variables were calculated. The data analysis was done with the aid of a computer program of SPSS. The validity of the instruments were ensured by consulting the supervisors and discussing with other research experts in the department of curriculum and instruction in the school of education, while reliability of the tools were determined through test re-test method. The instruments were piloted in one of the special school outside the study county. The findings of this study revealed that study concludes that Teacher attitude plays a great role in the success of teaching intellectually challenged learners in acquiring reading skills. The study thus concluded that it is important for the teachers to develop positive attitudes towards teaching of intellectually challenged learners and ensure they obtain the reading skill. The teachers in the study have demonstrated that positive attitude towards teaching of intellectually challenged learners was important by involving the learners with special needs to participate in class activities would encourage them and allow them to interact freely with their peers also agreeing that it is not a waste of time to educate learners with mental disability. They study also concludes that it is never difficult to adapt instructional methods to meet the needs of children with special needs. Teaching intellectually challenged learners depends on the passion the teacher has for the learners. The study further recommends that the Kenyan government and the schools management should appreciate the teachers teaching learners with intellectual disability by rewarding them adequately with Materials awards and remunerations. This will motivate them in

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