Abstract:
The purpose of this study was to examine and analyze teacher’s perception on transition of students with visual impairment to post-secondary in Narok and Bomet counties. Transition from high school to colleges especially among the visually impaired students is a matter of concern as majority of the students seem to be disadvantaged and are unable to proceed on to colleges. The main objective of this study was to assess how teacher’s assessment affects the transition of students with visual impairments from an inclusive secondary school to colleges in Narok and Bomet counties. The specific objective of the study was to explore teacher’s perception on transition of students with visual impairment to colleges. The study used descriptive survey design and the target a population of 97 students and teachers. Data for the study was gathered using questionnaires, interview schedule and students rating scale and texts. A pilot study was conducted in Kericho County before the main study to assist in establishing the validity and reliability of the instruments. Qualitative and quantitative data categories and themes were generated using codes and keyed into the computer and analyzed using descriptive analysis with aid of Statistical Package for Social Sciences (SPSS) because of its efficiency and ability to handle large amounts of data. The findings of the study indicated that transition of learners with visual impairment to secondary post-secondary education was affected by teacher’s assessment to a great extent. The study concluded that teacher’s attitude and lack of skills and knowledge in handling the learners with visual impairment were key factors in teacher’s assessment and the transition of the learners. The study recommends that teachers training should include the special needs components and particularly the visual impairment skills to be able to accommodate all the students in inclusive classes. It is also recommended that policy issues on inclusion should be revised to accommodate all the learners and help to evaluate the transition process. The findings of this study are expected to enlighten the administration in the post-secondary institutions on the need to make the learning environment more appropriate for the learners with special needs such as visual impairment. Policy makers are expected to make the appropriate inclusion policy to cater for the special needs at all level of schooling for special needs learners.
