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Background: Task performance of the low vision learners is a key factor in influencing their comfort while at school and possibly cubing the increasing school dropouts in these schools. Purpose: This study aimed at investigating the task performance of low vision learners attending inclusive schools in Kakamega County. Setting: The study was conducted in public primary inclusive schools which hosts low vision learners in Kakamega County, Kenya. Methods: A census survey identified 21 low vision learners attending 11 primary public inclusive schools in Kakamega County. Out of the 21 low vision learners who were selected, 19 (90.5%) were assessed. The participants were guided to respond to a functional vision questionnaire, the LV Prasad Functional Vision Questionnaire, which was meant to elicit their ease of performing activities of daily living. Data was entered into SPSS version 25 software and analyzed using descriptive statistics. Data was summarized and presented using tables. Results: There were 13 (68.4%) males and 6 (31.6%) females who participated in this study. Participants were aged between 10 and 21 years old. The mean age was 14 while the modal age was 13 years. The highest number of low vision learners, six (31.6%), were in grade eight while the lowest number recorded, one each (5.3%), were in grades two and three. There was poor performance in the activities of daily living among the participants, which majorly included difficulty in participation in sports and games (78.9%), reading (89.5%) and orientation and mobility (57.9%). The findings enabled the study to determine the status of day-to-day task -performance at school. Conclusion: Most low vision learners attending inclusive schools have difficulty in performance of activities of daily living hence the need to device ways of addressing their visual demands in an inclusive school set-up. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0720/a.php" alt="Hit counter" /></p>

Teachers of English in contexts where Englishis a second language are constantly thinking about their practice. It may be about routine classroom events or an initiative that one wishes to implement but wonders how best to. While solutions to some of these concerns may be found in In-service experiences, literature and study findings, most of the solutions do not consider the context and are majorly prescribed in a one-size-fits-all manner. The situation is not helped by in-service opportunities that are organized to avail 'new' knowledge which facilitators feel teachers lack. This is exacerbated by the lack of follow-up support that teachers may require when implementing the new ideas in their classes. However, this need not be so as demonstrated by literature and studies which reveal that teachers can learn from their practice and in their context by identifying the challenging area and working alone or with colleagues. Action Research (AR) is one method that has been indicated for a number of reasons. Its key attribute is that it allows teachers to engage in collaborative actions that will lead to their understanding of practice while at the same time developing themselves professionally. This positional paper will make a case for AR as a solution to the challenges that face language instruction in the Kenyan ESL context. The paper will also briefly point out the thorny issue of ethical considerations in researching one's practice. The authors consider this an invitation to debate on how teachers can navigate ethical issues in the Kenyan ESL context.