Early Identification of Learning Disabilities among Standard Three Pupils of Public Primary Schools in Butere District, Kenya 2012
Wafula Robert Wekesa, Moses W. Poipoi, R. Wanyama and Begi Seth Nyakwara
Abstract
Learning Disability is a condition in which children who though appear ‘normal’ are unable to perform
commensurate with their age and ability levels due to a basic psychological problem. The purpose of this study
was to investigate selective factors that influenced early identification of children with learning disabilities
amongst standard three pupils of Butere District, Kenya. The study was based on ex-post facto design. The
socio-cultural theory formed the theoretical foundation of the study. A sample of 25 public primary schools was
drawn from the total population of 126 public schools. Thirty seven standard three teachers and twenty five
head teachers from the twenty five sampled schools formed the sample population. Questionnaire and interview
schedules were used to collect data. Descriptive statistics used included; frequencies, means, modes and
standard deviations. Inferential statistics such as the chi-square and Pearson Product Moment Correlation were
used to test the hypotheses of the study. Most teachers were not trained in special needs education and handled
very large classes of above 60 pupils. There was also a significant relationship between teacher-pupil ratio. To
enhance early identification of learning disabilities there is need to train more teachers in Special Needs
Education.
_________________________________________ Keywords: early identification, learning disabilities, special needs education, early intervention, determining
eligibility and mathematics computation
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