Literacy for Students with Low Vision in Special Schools: Perceptions of Teachers on Instructional Media in Kenya

This article presents an analysis of teachers’ perceptions on instruction of print and Braille literacy in special primary schools for learners with visual impairment in Kenya. It is a summary of findings of a Ph.D study that sought to address the problem of decline in Braille literacy as a result of teachers’ reluctance to learn and teach Braille in these schools. The study targeted five (5) primary schools which had learners with visual impairment in the country. The target population comprised 132 teachers, teaching in the five primary schools and five headteachers. The research adopted the descriptive survey research design and was based on Bruner’s perceptual model which explains the process of perceptual development. Multiple sampling techniques were applied to select the five schools and respondents. Out of fifty-eight (58) respondents, fifty-three (53) were teachers while five (5) were headteachers. A questionnaire focusing on the objectives of the study was used to collect data from the teachers. An interview schedule was used to collect data from the headteachers. Pilot testing of the research instrument yielded a reliability of 0.842. The questionnaire was reviewed by experts to enhance validity. Quantitative data was analyzed using descriptive statistics namely: frequencies and percentages. The statistics were generated by means of the Statistical Package for Social Sciences (SPSS) version 22.0, while qualitative data was analyzed through narrative analysis and thematic approach. The findings of this study established that teachers believed that teaching both Braille and print reading and writing has a positive advantage for some learners with low vision, with a mean response of 1.68. They strongly supported the statement that learners with low vision should be taught both Braille and print reading and writing (dual media), regardless of how good their vision is, with the mean response of 2.06. The study also established that teachers provided Braille as an alternative medium for children who are experiencing progressive loss of vision, with a mean of 2.08. Keywords: Literacy, Students with low vision, Perceptions, Print and Braill

Opinions of Primary School Teachers Towards Inclusive Education in Central Kenya

The primary purpose of this study was to determine the opinions of primary school teachers towards inclusive education in Central Kenya. The sample size (N=500) represented all the teachers in the study area pursuing a diploma course in special needs education at Kenya Institute of Special education (KISE) through distance learning, and therefore, inferential statistics was not necessary. Teachers’ opinions were reported by questionnaire designed specifically for this study while from this instrument answers to the six research questions were also sought. Data analysis in this study was conducted using the statistical analysis software (Statistical Package for Social Science, SPSS version 11.5 for windows). The specific analysis included the descriptive data and cross-tabulation yielding the chi-square statistics. All the data were reported in form of descriptive Statistics-percentages, frequencies and mode where applicable. The results of the study revealed that teachers’ perceptions towards inclusive education in Central Kenya were positive. In addition, respondents strongly agreed that in order to prepare teachers for inclusive education, in-service training programs were needed (M=4.64). Further, they expressed the view that students with special needs had the right to receive education in mainstream classes (M=4.49). However, the statement that the country was not ready for inclusive education was rated low (M=2.44) implying that respondents disagreed with the statement. Keywords: Opinions, Inclusion, Inclusive education, Special Needs Education, Teacher

Assessment of Teachers’ Preparedness to Teach Learners with Visual Impairments in Regular Universal Primary Education (UPE) Schools

Teachers in Uganda have the obligation to give quality Education to all the learners in their classrooms including those with visual impairments. The preparedness of teachers to teach learners with visual impairments in regular UPE schools in South Western Uganda was examined. The study  was conducted in seven districts within South Western Uganda. The objectives of the study were to establish the Braille skills possessed by teachers, and to determine the availability of adapted materials, equipment and devices for LVI. The study adapted the theory of Ribot and Peluso (2003) which deals with all possible means by which a person is able to benefit from things, and it was supplemented by the theory of Sherrill (2008) which deals with strategies to enable a person achieve the stipulated rights. The target population was learners with visual impairments (LVI) from established integrated schools and from regular UPE schools, Teachers of LVI from established integrated schools and from regular UPE schools, head teachers from established integrated and regular UPE schools, plus inspectors of schools incharge od Special Needs Education. This paper presents findings obtained through a mixed method research design involving both qualitative and quantitative descriptive methods with a sample of 147 respondents. Raw data was obtained through questionnaires, interviews, observation and Focus Group Discussions (FGDs). Data obtained from close – ended items of the questionnaire were analyzed quantitatively, while data obtained from open ended items were analyzed qualitatively. Data collected using interview, observation and FGD was coded, quantified, categorized and analyzed following the themes derived from the research objectives. Findings were presented using descriptive methods. The main findings were that teachers of LVI in  regular UPE schools generally lacked Braille skills, and even those from established integrated schools who possessed some Braille skills lacked skills in full mathematics Braille notation. Findings also revealed that regular UPE schools generally lacked optical devices, and the only adapted materials that were available were contrast enhanced chalkboards. Overall, the teachers in regular UPE schools generally lacked preparedness to teach LVI. The study recommends a full Braille course for teachers of LVI in regular UPE schools; and refresher courses in Full mathematics Braille notation for teachers in established integrated schools. The study also recommended local production of styluses, Abaci and shapes for LVI at low or no cost. This finding implied a need to guarantee specialized training to teachers of LVI, which would only be achieved through the provision of financial resources to support their preparedness. Keywords: Assessment, Preparedness, Learners with visual impairments (LVI), Regular Universal Primary Education (UPE) schools,  Established Integrated Schools Preparedness: National Centre for Education Statistics(NCES) 2017 defines preparedness as the extent to which the teachers’  training prepares them to meet challenges in the classroom. In the context of this study, it refers to the specialized skills that teachers should have to enable them meet the needs of LVI within the classroom setting. Learners with Visual impairment (LVI): These are learners who have a limitation of one or more functions of the eye or visual system where the learner’s eye sight can not be corrected to a normal level (An Azo network 2015).  In this study, it is a general term that describes learners with a wide range of visual function, from low vision to total blindness. Regular Universal Primary Education (UPE) schools: Schools which are meant for providing basic primary education to all Ugandan children of school going age; which is affordable by the government and majority of the citizens ( UPE report 2012). In this study, it is used to mean government aided day schools which do not have a unit and boarding facility for LVI. Established Integrated Schools: Refer to schools which have been in existence with an integrated system for a long time and therefore recognized and generally accepted.  (Hacker 2015 in Mirriam Webster 2015). In context of this study, they are educational settings which are recognized  by government as official schools for intergration of LVI together with the sighted, with a boarding facility and unit for LVI

Analysis of the Adaptations Required for Access and Retention of Learners with Visual Impairments in Regular Universal Primary Education (UPE) Schools

The purpose of the study was to analyse the adaptations required for access and retention of Learners with Visual Impairments (LVI) in regular Universal Primary Education (UPE) schools. The study was conducted in seven districts within South Western Uganda.The objectives of the study were to determine the curriculum adaptations that had been put in place to suit the needs of LVI, and  to establish the physical adaptations that had been put in the environment to facilitate access and retention of LVI in regular UPE schools. The study adapted the theory of access by Ribot and Peluso (2003) which deals with all possible means by which a person is able to benefit from things, and it was supplemented by the theory of adaptation by Sherrill (2008) which  deals with strategies to enable a person achieve the stipulated rights. The target population was learners with visual impairments (LVI) from established integrated schools and from regular UPE schools, Teachers of LVI from established integrated schools and from regular UPE schools, head teachers from established integrated and regular UPE schools, plus inspectors of schools incharge od Special Needs Education. This paper presents findings obtained through a mixed method research design involving both qualitative and quantitative descriptive methods with a sample of 147 respondents. Raw data was obtained through questionnaires, interviews, observation and Focus Group Discussions (FGDs). The Qualitative data was analysed using thematic anslysis and descriptive statistical analysis. The main findings were that there were almost no curriculum adaptations made in the regular UPE schools due to lack of training of teachers on how to implement the newly modified curriculum which had provisions for Special Needs Education; and both regular UPE schools and established integrated schools lacked most of the required adaptations to enable LVI easily access the learning facilities and the general school environment. Overall, the school administrators and teachers generally lacked preparedness to make environmental and curriculum daptations for LVI. The study recommends a comprehensive training of teachers in curriculum adaptations for LVI through short courses, and sensitization to the school administrators and teachers of both regular UPE schools and established integrated schools to aggressively put in place the physical adaptations that were required in order to create accessible physical environments for LVI. Keywords: Analysis, adaptations, access, retention, Learners with visual impairments (LVI), Regular Universal Primary Education (UPE) schools,  Established Integrated School

Strategies for Enhancing Access and Retention of Learners with Visual Impairments in Regular Universal Primary Education (UPE) Schools in South Western Uganda

The purpose of the study was to investigate strategies for enhancing access and retention of Learners with Visual Impairments (LVI) in regular Universal Primary Education (UPE) schools. The study was conducted in seven districts within South Western Uganda. The objectives of the study were to establish the Braille skills possessed by teachers, to determine the availability of adapted materials, equipment and devices for LVI, to establish the skills that had been acquired by LVI in Activities of Daily Living (ADL) and their skills in Orientation and Mobility (O&M); to establish the physical adaptations that had been put in the environment to facilitate access and retention of LVI in regular UPE schools; and to determine the curriculum adaptations that had been put in place to suit the needs of LVI. The study adapted the theory of access by Ribot and Peluso (2003),  deals with all possible means by which a person is able to benefit from things, and it was supplemented by the theory of adaptation by Sherrill (2008); which  deals with strategies to enable a person achieve the stipulated rights. The target population was learners with visual impairments (LVI) from established integrated schools and from regular UPE schools, Teachers of LVI from established integrated schools and from regular UPE schools, head teachers from established integrated and regular UPE schools, plus inspectors of schools incharge od Special Needs Education. This paper presents findings obtained through a mixed method research design involving both qualitative and quantitative descriptive methods with a sample of 147 respondents. Raw data was obtained through questionnaires, interviews, observation and Focus Group Discussions (FGDs). Data obtained from close – ended items of the questionnaire were analyzed quantitatively, while data obtained from open ended items were analyzed qualitatively. Data collected using interview, observation and FGD was coded, quantified, categorized and analyzed following the themes derived from the research objectives. Findings were presented using descriptive methods. The major finding was that most of the required facilities to help LVI access learning were missing in regular UPE schools. The study concluded that; overall, the strategies for enhancing access and retention of LVI were generally lacking in regular UPE schools. The study recommended that government should guarantee good quality education to LVI in regular UPE schools by providing human and financial resources as a way to reinforce the UPE policy (1997) which gave priority to children with disabilities to access regular UPE schools. Keywords: Strategies,  Accesss, retention,  Learners with visual impairments (LVI), Regular Universal Primary Education (UPE) schools,  Established Integrated School

Effects of Selected Roofing Materials and Angle of Incidence on Navaids Signal Strength

Interference that causes partial loss of intelligence in air navigation signal is largely dependent on the environment around radio navigation aids (navaids). Buildings around airports have been restricted partly because they pose a technical threat to flight navigation. Previous studies have shown that about 50% of air accidents occur during landing. However no data has been availed to determine the contribution of navaids to these accidents. The purpose of this paper was to determine the effects of roofing materials on air navigation signal strength. Radio transmitters, receivers and computers were used in a laboratory to measure signal level transmitted through six different roofing materials at a frequency of 9.4GHz. Decra offered the highest attenuation whereby 90% of the signal propagated was lost, out of which 60% was due to reflection. The equivalent transmission path field strength was 57dBmV/M against an International Civil Aviation Organization (ICAO) recommended minimum specification of minus 28dBmV/M. Similarly decra exhibited desired-to-undesired signal ratio of minus 16dB against ICAO recommended value of 20dB. Highest and lowest reflections occurred at angles of incidence of 90 and 135 degrees respectively. Generally roofing materials had little effect on navaids signal strength in the transmission paths but had significant effect in the reflection paths. Highly reflective roofing materials such as steel and decra are not recommended for use in aerodrome areas. Based on these findings, building industry and flight navigation authorities have been challenged to develop a compromise roofing material. Keywords: Interference, Navaids, Propagation, Signal strength, Aerodrom

Neurological & Psychiatric Society of Zambia's Evidence-Based Guidelines for EEG Utilization at the University Teaching Hospital

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Risky Sex and HIV Acquisition Among HIV Serodiscordant Couples in Zambia, 2002-2012: What Does Alcohol Have To Do With It?

In this paper we evaluate the effects of heavy alcohol consumption on sexual behavior, HIV acquisition, and antiretroviral treatment (ART) initiation in a longitudinal open cohort of 1929 serodiscordant couples in Lusaka, Zambia from 2002 to 2012. We evaluated factors associated with baseline heavy alcohol consumption and its association with condomless sex with the study partner, sex outside of the partnership, and ART initiation using multivariable logistic regression. We estimated the effect of alcohol consumption on HIV acquisition using multivariable Cox models. Baseline factors significantly associated with women's heavy drinking (drunk weekly or more in 12-months before enrollment) included woman's older age (adjusted prevalence odds ratio [aPOR] = 1.04), partner heavy drinking (aPOR = 3.93), and being HIV-infected (aPOR = 2.03). Heavy drinking among men was associated with less age disparity with partner (aPOR per year disparity = 0.97) and partner heavy drinking (aPOR = 1.63). Men's being drunk daily (aOR = 1.18), women's being drunk less than monthly (aOR = 1.39) vs. never drunk and being in a male HIV-negative and female HIV-positive union (aOR = 1.45) were associated with condomless sex. Heavy alcohol use was associated with having 1 or more outside sex partners among men (aOR drunk daily = 1.91, drunk weekly = 1.32, drunk monthly = 2.03 vs. never), and women (aOR drunk monthly = 2.75 vs. never). Being drunk weekly or more increased men's risk of HIV acquisition (adjusted hazard ratio [aHR] = 1.72). Men and women being drunk weekly or more was associated (p < 0.1) with women's seroconversion (aHR = 1.42 and aHR = 3.71 respectively). HIV-positive women who were drunk monthly or more had lower odds of initiating ART (aOR = 0.83; 95% CI = 0.70-0.99) adjusting for age, months since baseline and previous pregnancies. Individuals in HIV-serodiscordant couples who reported heavy drinking had more outside sex partnerships and condomless sex with their study partner and were more likely to acquire HIV. HIV-positive women had lower odds of initiating ART if they were heavy drinkers

An approach to identify a minimum and rational proportion of caesarean sections in resource-poor settings: A global network study

Background: Caesarean section prevalence is increasing in Asia and Latin America while remaining low in most African regions. Caesarean section delivery is effective for saving maternal and infant lives when they are provided for medically-indicated reasons. On the basis of ecological studies, caesarean delivery prevalence between 9% and 19% has been associated with better maternal and perinatal outcomes, such as reduced maternal land fetal mortality. However, the specific prevalence of obstetric and medical complications that require caesarean section have not been established, especially in low-income and middle-income countries (LMICs). We sought to provide information to inform the approach to the provision of caesarean section in low-resource settings.Methods: We did a literature review to establish the prevalence of obstetric and medical conditions for six potentially life-saving indications for which caesarean section could reduce mortality in LMICs. We then analysed a large, prospective population-based dataset from six LMICs (Argentina, Guatemala, Kenya, India, Pakistan, and Zambia) to determine the prevalence of caesarean section by indication for each site. We considered that an acceptable number of events would be between the 25th and 75th percentile of those found in the literature.Findings: Between Jan 1, 2010, and Dec 31, 2013, we enrolled a total of 271 855 deliveries in six LMICs (seven research sites). Caesarean section prevalence ranged from 35% (3467 of 9813 deliveries in Argentina) to 1% (303 of 16 764 deliveries in Zambia). Argentina\u27s and Guatemala\u27s sites all met the minimum 25th percentile for five of six indications, whereas sites in Zambia and Kenya did not reach the minimum prevalence for caesarean section for any of the indications. Across all sites, a minimum overall caesarean section of 9% was needed to meet the prevalence of the six indications in the population studied.Interpretation: In the site with high caesarean section prevalence, more than half of the procedures were not done for life-saving conditions, whereas the sites with low proportions of caesarean section (below 9%) had an insufficient number of caesarean procedures to cover those life-threatening causes. Attempts to establish a minimum caesarean prevalence should go together with focusing on the life-threatening causes for the mother and child. Simple methods should be developed to allow timely detection of life-threatening conditions, to explore actions that can remedy those conditions, and the timely transfer of women with those conditions to health centres that could provide adequate care for those conditions