Approaches used by Teachers to Sensitize Learners with Visual Impairment on Sexual and Reproductive Health and Rights in Kenya

Abstract

There has been a recent increase in the advocation for the raising of awareness of Sexual and Reproductive Health and Rights among Young Persons with Disabilities. The government of Kenya, through its various ministries such as the Ministry of Education, is also calling for the raising of awareness among the Young Persons with Disabilities, including learners with visual impairment in schools. This study, therefore, sought to explore approaches used by teachers in sensitizing learners with visual impairment on Sexual and Reproductive Health and Rights in an integrated secondary school in Nakuru, Kenya. This study was informed by the Theory of Change by Connell and Kubisch (1998). The study adopted a phenomenological design within a qualitative research approach underpinned by an interpretivist paradigm. Purposive sampling was used to select 8 teachers from the integrated boys’ school to be participants in this study. Semi-structured individual interviews were used to collect data. Data collected was analyzed using thematic analysis. The findings revealed that teachers integrated approaches such as open-door activities, different professional experts on Sexual and Reproductive Health and Rights, supplementary learning resources, and differentiated instructions that included learner-centered approaches building on learners’ knowledge, and soft skills to sensitize the learners with visual impairment on Sexual and Reproductive Health and Rights. The study recommends that the Ministry of Education works together with organizations that offer braille books on Sexual and Reproductive Health and Rights to supply to integrated schools, and train teachers on how to include learners with visual impairment in their classes, as well as how to facilitate Sexual and Reproductive Health and Rights.