Impact of Social Needs on Participation of Children Aged 4-6 with Disabilities in Early Childhood Education Classes in Starehe Division in Nairobi County, Kenya

Ganira Khavugwi Lilian; Paul Amolo Odundo; Boniface Ngaruiya; Rose Obae

doi:doi:10.11648/j.ijeedu.20150402.12

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Impact of Social Needs on Participation of Children Aged 4-6 with Disabilities in Early Childhood Education Classes in Starehe Division in Nairobi County, Kenya

Ganira Khavugwi Lilian, Paul Amolo Odundo, Boniface Ngaruiya, Rose Obae

Published in International Journal of Elementary Education (Volume 4, Issue 2)

Received: 6 March 2015 Accepted: 31 March 2015 Published: 9 April 2015

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Abstract

Social needs are essential components for preventing anxiety, depression and loneliness. Providing social needs of belongingness, self-esteem and self-acceptance and fostering resilience in children living with disabilities is likely to amount to sustained coordinated efforts to support children’s psychological, social-emotional and academic development throughout early childhood and adolescent. CWD need opportunities to cultivate their skills, competences, talents, strength and social relationships, yet too often lack of proper intervention reduces their opportunities for participation. The study assessed impact of social needs on participation of Children with Disabilities (CWD) in early childhood classrooms in Starehe division in Nairobi County. Study adopted descriptive research design and targeted 5 head teachers, 35 teachers, 20 children aged 4-6 with disabilities and 20 parents of CWD. Purposive sampling and simple random sampling was used to select respondents for study. Questionnaires, observation guide and structured interview were used to solicit data. Findings revealed that teachers were not conversant with types of social needs promoting participation of CWD in ECE classes. However those teachers who effectively supported CWD social needs yielded encouraging results in inclusive learning environment. The study recommends policy for early identification on the needs for effective participation of CWD in ECE classes.

Published in	International Journal of Elementary Education (Volume 4, Issue 2)
DOI	10.11648/j.ijeedu.20150402.12
Page(s)	25-34
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2015. Published by Science Publishing Group

Keywords

Participation, Disability, Social Needs, Early Childhood Education, Inclusive Learning Environment

References

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APA Style

Ganira Khavugwi Lilian, Paul Amolo Odundo, Boniface Ngaruiya, Rose Obae. (2015). Impact of Social Needs on Participation of Children Aged 4-6 with Disabilities in Early Childhood Education Classes in Starehe Division in Nairobi County, Kenya. International Journal of Elementary Education, 4(2), 25-34. https://doi.org/10.11648/j.ijeedu.20150402.12

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ACS Style

Ganira Khavugwi Lilian; Paul Amolo Odundo; Boniface Ngaruiya; Rose Obae. Impact of Social Needs on Participation of Children Aged 4-6 with Disabilities in Early Childhood Education Classes in Starehe Division in Nairobi County, Kenya. Int. J. Elem. Educ. 2015, 4(2), 25-34. doi: 10.11648/j.ijeedu.20150402.12

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AMA Style

Ganira Khavugwi Lilian, Paul Amolo Odundo, Boniface Ngaruiya, Rose Obae. Impact of Social Needs on Participation of Children Aged 4-6 with Disabilities in Early Childhood Education Classes in Starehe Division in Nairobi County, Kenya. Int J Elem Educ. 2015;4(2):25-34. doi: 10.11648/j.ijeedu.20150402.12

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@article{10.11648/j.ijeedu.20150402.12,
  author = {Ganira Khavugwi Lilian and Paul Amolo Odundo and Boniface Ngaruiya and Rose Obae},
  title = {Impact of Social Needs on Participation of Children Aged 4-6 with Disabilities in Early Childhood Education Classes in Starehe Division in Nairobi County, Kenya},
  journal = {International Journal of Elementary Education},
  volume = {4},
  number = {2},
  pages = {25-34},
  doi = {10.11648/j.ijeedu.20150402.12},
  url = {https://doi.org/10.11648/j.ijeedu.20150402.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20150402.12},
  abstract = {Social needs are essential components for preventing anxiety, depression and loneliness. Providing social needs of belongingness, self-esteem and self-acceptance and fostering resilience in children living with disabilities is likely to amount to sustained coordinated efforts to support children’s psychological, social-emotional and academic development throughout early childhood and adolescent. CWD need opportunities to cultivate their skills, competences, talents, strength and social relationships, yet too often lack of proper intervention reduces their opportunities for participation. The study assessed impact of social needs on participation of Children with Disabilities (CWD) in early childhood classrooms in Starehe division in Nairobi County. Study adopted descriptive research design and targeted 5 head teachers, 35 teachers, 20 children aged 4-6 with disabilities and 20 parents of CWD. Purposive sampling and simple random sampling was used to select respondents for study. Questionnaires, observation guide and structured interview were used to solicit data. Findings revealed that teachers were not conversant with types of social needs promoting participation of CWD in ECE classes. However those teachers who effectively supported CWD social needs yielded encouraging results in inclusive learning environment. The study recommends policy for early identification on the needs for effective participation of CWD in ECE classes.},
 year = {2015}
}

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TY  - JOUR
T1  - Impact of Social Needs on Participation of Children Aged 4-6 with Disabilities in Early Childhood Education Classes in Starehe Division in Nairobi County, Kenya
AU  - Ganira Khavugwi Lilian
AU  - Paul Amolo Odundo
AU  - Boniface Ngaruiya
AU  - Rose Obae
Y1  - 2015/04/09
PY  - 2015
N1  - https://doi.org/10.11648/j.ijeedu.20150402.12
DO  - 10.11648/j.ijeedu.20150402.12
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 25
EP  - 34
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20150402.12
AB  - Social needs are essential components for preventing anxiety, depression and loneliness. Providing social needs of belongingness, self-esteem and self-acceptance and fostering resilience in children living with disabilities is likely to amount to sustained coordinated efforts to support children’s psychological, social-emotional and academic development throughout early childhood and adolescent. CWD need opportunities to cultivate their skills, competences, talents, strength and social relationships, yet too often lack of proper intervention reduces their opportunities for participation. The study assessed impact of social needs on participation of Children with Disabilities (CWD) in early childhood classrooms in Starehe division in Nairobi County. Study adopted descriptive research design and targeted 5 head teachers, 35 teachers, 20 children aged 4-6 with disabilities and 20 parents of CWD. Purposive sampling and simple random sampling was used to select respondents for study. Questionnaires, observation guide and structured interview were used to solicit data. Findings revealed that teachers were not conversant with types of social needs promoting participation of CWD in ECE classes. However those teachers who effectively supported CWD social needs yielded encouraging results in inclusive learning environment. The study recommends policy for early identification on the needs for effective participation of CWD in ECE classes.
VL  - 4
IS  - 2
ER  -

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Author Information

Ganira Khavugwi Lilian

School of Education, College of Education and External Studies, University of Nairobi, Nairobi, Kenya
Paul Amolo Odundo

School of Education, College of Education and External Studies, University of Nairobi, Nairobi, Kenya
Boniface Ngaruiya

School of Education, College of Education and External Studies, University of Nairobi, Nairobi, Kenya
Rose Obae

School of Education, College of Education and External Studies, University of Nairobi, Nairobi, Kenya

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APA Style

Ganira Khavugwi Lilian, Paul Amolo Odundo, Boniface Ngaruiya, Rose Obae. (2015). Impact of Social Needs on Participation of Children Aged 4-6 with Disabilities in Early Childhood Education Classes in Starehe Division in Nairobi County, Kenya. International Journal of Elementary Education, 4(2), 25-34. https://doi.org/10.11648/j.ijeedu.20150402.12

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ACS Style

Ganira Khavugwi Lilian; Paul Amolo Odundo; Boniface Ngaruiya; Rose Obae. Impact of Social Needs on Participation of Children Aged 4-6 with Disabilities in Early Childhood Education Classes in Starehe Division in Nairobi County, Kenya. Int. J. Elem. Educ. 2015, 4(2), 25-34. doi: 10.11648/j.ijeedu.20150402.12

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AMA Style

Ganira Khavugwi Lilian, Paul Amolo Odundo, Boniface Ngaruiya, Rose Obae. Impact of Social Needs on Participation of Children Aged 4-6 with Disabilities in Early Childhood Education Classes in Starehe Division in Nairobi County, Kenya. Int J Elem Educ. 2015;4(2):25-34. doi: 10.11648/j.ijeedu.20150402.12

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@article{10.11648/j.ijeedu.20150402.12,
  author = {Ganira Khavugwi Lilian and Paul Amolo Odundo and Boniface Ngaruiya and Rose Obae},
  title = {Impact of Social Needs on Participation of Children Aged 4-6 with Disabilities in Early Childhood Education Classes in Starehe Division in Nairobi County, Kenya},
  journal = {International Journal of Elementary Education},
  volume = {4},
  number = {2},
  pages = {25-34},
  doi = {10.11648/j.ijeedu.20150402.12},
  url = {https://doi.org/10.11648/j.ijeedu.20150402.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20150402.12},
  abstract = {Social needs are essential components for preventing anxiety, depression and loneliness. Providing social needs of belongingness, self-esteem and self-acceptance and fostering resilience in children living with disabilities is likely to amount to sustained coordinated efforts to support children’s psychological, social-emotional and academic development throughout early childhood and adolescent. CWD need opportunities to cultivate their skills, competences, talents, strength and social relationships, yet too often lack of proper intervention reduces their opportunities for participation. The study assessed impact of social needs on participation of Children with Disabilities (CWD) in early childhood classrooms in Starehe division in Nairobi County. Study adopted descriptive research design and targeted 5 head teachers, 35 teachers, 20 children aged 4-6 with disabilities and 20 parents of CWD. Purposive sampling and simple random sampling was used to select respondents for study. Questionnaires, observation guide and structured interview were used to solicit data. Findings revealed that teachers were not conversant with types of social needs promoting participation of CWD in ECE classes. However those teachers who effectively supported CWD social needs yielded encouraging results in inclusive learning environment. The study recommends policy for early identification on the needs for effective participation of CWD in ECE classes.},
 year = {2015}
}

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TY  - JOUR
T1  - Impact of Social Needs on Participation of Children Aged 4-6 with Disabilities in Early Childhood Education Classes in Starehe Division in Nairobi County, Kenya
AU  - Ganira Khavugwi Lilian
AU  - Paul Amolo Odundo
AU  - Boniface Ngaruiya
AU  - Rose Obae
Y1  - 2015/04/09
PY  - 2015
N1  - https://doi.org/10.11648/j.ijeedu.20150402.12
DO  - 10.11648/j.ijeedu.20150402.12
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 25
EP  - 34
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20150402.12
AB  - Social needs are essential components for preventing anxiety, depression and loneliness. Providing social needs of belongingness, self-esteem and self-acceptance and fostering resilience in children living with disabilities is likely to amount to sustained coordinated efforts to support children’s psychological, social-emotional and academic development throughout early childhood and adolescent. CWD need opportunities to cultivate their skills, competences, talents, strength and social relationships, yet too often lack of proper intervention reduces their opportunities for participation. The study assessed impact of social needs on participation of Children with Disabilities (CWD) in early childhood classrooms in Starehe division in Nairobi County. Study adopted descriptive research design and targeted 5 head teachers, 35 teachers, 20 children aged 4-6 with disabilities and 20 parents of CWD. Purposive sampling and simple random sampling was used to select respondents for study. Questionnaires, observation guide and structured interview were used to solicit data. Findings revealed that teachers were not conversant with types of social needs promoting participation of CWD in ECE classes. However those teachers who effectively supported CWD social needs yielded encouraging results in inclusive learning environment. The study recommends policy for early identification on the needs for effective participation of CWD in ECE classes.
VL  - 4
IS  - 2
ER  -

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