A Comparison of Descriptive English Composations of Visually Impaired and Sighted Students in Kenyan Secondary School

The purpose of this study was to compare descriptive English compositions written by visually impaired and sighted students. The study specifically investigated the descriptive characteristics found in the students' English compositions. Further, it also sought to establish the descriptive characteristics that were likely to disadvantage the visually impaired students. The study was carried out in S.A Thika High school for the visually challenged persons and Broadway high school. Both schools are in Thika district in central province, Kenya. Both qualitative and quantitative research designs were used. The population of the study comprised visually impaired and sighted students all of form three, and their teachers of English. The students were asked to write a descriptive composition on a given topic and these compositions formed linguistic data for this study. Additional data was collected . from purposively sampled teachers using questionnaires to elicit data on the descriptive features in the students' compositions, and an interview schedule to obtain data on the descriptive characteristics that were likely to disadvantage the visually impaired students. The study findings revealed that visually impaired students used less descriptive terms in total and in all the senses than their sighted counterparts. The study therefore concluded that there is a true correlation between sightedness and descriptive writing. It was recommended that the teachers should provide concrete experiences and additional stimulation to the students. The school should also consider admitting sighted students to learn together with the visually impaired for more linguistic input. KNEe should also consider revising their mode of setting compositions in order not to disadvantage the visually impaired students especially in descriptive writing. CHAPTER ONE 1.0 Introduction This chapter deals with the following subsections: background to the study, statement of the problem, research questions, research objectives, research assumptions, rationale of the study and finally the scope and limitations of the study. 1.1 Background to the Study. English plays a key role in the curriculum of Kenya's education system. According to the language policy in Kenya, English is taught as a subject throughout the educational tiers such as from standard one to eight in primary school, form one to form four in secondary school and university. In primary and secondary schools, Kenya Certificate of Primary Examination and Kenya Certificate of Secondary Examination are offered respectively after completion of each course of study. English is also used as the language of instruction of other school subjects such as science, history and biology and geography from standard four to higher levels of education. Thus, the language becomes a service subject in that fluency, proficiency and competence in all aspects of English will make the learner do better in most of the subjects. Krashen (1988) observes that English is used as a language "across the curriculum". As a language, English is also used in international circles in the following areas: trade, research matters, commonwealth activities and official communication (Quirk, 1988). At the 'end of the secondary school English course, one of the broad goals of teaching English is the acquisition of communicative competence and not simply the passing of