COPING STRATEGIES FOR QUALITY INCLUSION OF ADOLESCENTS WHO STUTTER IN REGUAR PRIMARY SCHOOLS IN WESTERN KENYA: A CRITICAL REVIEW

Author: Okutoyi Joel

ABSTRACT

Stuttering is a speech disorder characterized by repetitions, prolongations, interjections, hesitations and blocks. The prevalence rate of persons who stutter (PWS) in the World is 1%. Kenya with an estimated 440,000 PWS, of which 16,606 live in Kakamega County. Results from a baseline survey carried in Western Kenya counties between 2010 and 2013 found that Kakamega had 138 Learners Who Stutter (LWS), Vihiga 84, Bungoma 33, and Busia 10. In Kakamega, learners were enrolled in 20 schools. The survey showed most LWS got below 250 marks out of 500 marks. For example, 59 (70.24%) LWS, compared to 785 (34.12%) regular learners who got below 250 marks in classes 6, 7 and 8. Research studies showed that low performance was due to stuttering effects such as anxiety, self-stigma, fear, frustrations and embarrassment to the LWS. Further recent research indicates LWS face challenges in educational achievement in terms of social interaction, class participation, vocational aspirations and academic performance. The purpose of this paper is to analyze the characteristics, effects, challenges associated with stuttering and coping strategies employed by stakeholders in ensuring quality education and training for learners who stutter in schools in Kenya.

Keywords: stuttering, quality inclusion, stuttering effects, challenges, coping strategies

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