This article compared the effectiveness of punitive strategies such as suspension and expulsion to mitigate behaviour disorders in Kenyan schools. Behaviour disorders witnessed in Kenyan schools include externalising and internalising behaviour disorders. Externalising behaviour disorders include bullying, aggression, disruption, acting out, fighting, violence, destruction of property, cheating, and stealing among others. Internalising behaviour disorders include depression, anxiety, social withdrawal, immaturity, negative talk, substance abuse, loneliness or guilt, sadness, suicidal feelings, nervousness, and irritability among others. Suspension and expulsion are the zero tolerance (ZT) strategies used in our institutions to curb behaviour disorders. Zero tolerance measures are guidelines for providing the harshest retribution possible to every student who goes against the laid down regulations. Corporal punishment is also used as a punitive measure in our institutions despite its prohibition in the Children’s Act 2001. Corporal punishment was recognised to offer minor data on appropriate action to take but only educate the person on the inappropriate behaviours to avoid. This article found that solitary disciplinary practices like suspension and expulsion may further prohibit poor academic performance and dropout. The article further found out the importance of training the heads of learning institutions on how to manage inappropriate behaviour disorders and the incorporation of other strategies such as guidance and counselling and the involvement of parents. Thus, it encourages Kenyan institutions to adopt School-Wide Positive Behavioural Interventions and Supports (SWPBIS), which is a non-condoning approach used in controlling school violence and misbehaviour of students that have shown positive results in an unsystematically controlled trial research to control school violence and misbehaviour of students. This article also found out the need for a Functional Behavioural Assessment (FBA) before intervening for a behaviour disorder. The aim of an FBA is to collect wide and particular data so as to comprehend the exact purpose of the student’s inappropriate behaviours.
This article delves into the impact of dyscalculia on the transition to higher education and employment opportunities, examining both the global context and the specific case of Kenya. It highlights the crucial role of mathematics in everyday life and underscores the significant prevalence of dyscalculia, affecting a considerable portion of the population worldwide, with estimates ranging from 3% to 6%. In the Kenyan context, studies have indicated a prevalence rate of 6.4% among primary and secondary school students. The article sheds light on the challenges many students encounter in pursuing their desired career paths due to the prerequisite of mathematics as a determining factor for qualification in certain fields. Recognising the importance of early detection, the article emphasises the criticality of diagnosing dyscalculia at an early stage, starting as early as preschool, in order to implement timely interventions that can mitigate its impact. Furthermore, the article stresses the necessity of providing adequate training to teachers, enabling them to effectively support learners with specific learning difficulties such as dyscalculia. It highlights the importance of differentiated teaching methods that cater to the unique needs of dyscalculic learners. By employing multisensory approaches and leveraging assistive technology, educators can employ strategies that assist learners in overcoming the challenges associated with dyscalculia. In conclusion, this article underscores the significance of dyscalculia on the journey toward higher education and employment, both globally and specifically in Kenya. By raising awareness about the prevalence of dyscalculia and advocating for early diagnosis and intervention, as well as providing teachers with the necessary training and resources, we can enhance the opportunities for learners with dyscalculia to succeed in their academic pursuits and future careers.
This article explored why autism is on the rise globally and the appropriate measures to take to support them. The article found out that the rise in autism may have been contributed due to improved access to healthcare, the society is enlightened and some expanded diagnostic criteria. The article also found that globally there are about 1 in 160 children with ASD while in Kenya it affects approximately four per cent of the population, while the prevalence of higher autism (H-AUT) was found in 0.63% of adolescents and young adults. The article also found out that learners with ASD in Africa are socially isolated and are never neither diagnosed nor treated and in many parts of the continent, developmental disabilities carry a societal stigma and often are attributed to a curse. The article also found out that learners with autism encounter many challenges in their education such lack of a syllabus, educators who were untrained, negative perspective from peers, inadequate learning materials, improper policies and lawful framework for special needs, and high forecast of caregivers, the time assigned per class and that learners with autism are tremendously disoriented by unorganised surroundings. The article further found that the risk factor of ASD is multi systemic including both hereditary and non-hereditary factors contributing. The article further found that there are education measures and treatment methods for learners with autism and preventive measures for them. The article further found that there are several adequate measures for employees with ASD that can be incorporated by their employers to ensure they work effectively. The article concluded by identifying implications to the stakeholders to the rise of autism including an increased appeal for special education services, modifications of the environment, parental involvement and increased resources, advocacy, training of teachers and collaboration among others
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