Influence of School Based Factors on Performance of Children With Disabilities in Kenya Certificate of Primary Education in Public Primary Schools in Igembe South District, Meru County Kenya
Abstract
This study sought to determine the influence of school based factors on
performance of children with disabilities in Kenya Certificate of Primary
Education in Public Primary Schools in Igembe South District, Meru County,
Kenya. The study was guided by four objectives, i.e. influence of pre-service
teacher training on performance of CWDs, influence of teacher strategies,
teaching and learning resources and teacher attitudes on performance of
children with disabilities. The study was based on the social model of
disability which states that disability is situated in the wider external
environment and is the failure of society to provide adequate and appropriate
services, hence the needs of disabled people are not accounted for in the
contemporary social organization of the society. Questionnaires were the main
instruments of data collection. There was a questionnaire for Headteachers,
one for teachers and a different questionnaire for pupils. Document analysis
guide was used for collecting data on pupils‘ performance in KCPE. The
design of the instruments was guided by the study objectives. The study
yielded both quantitative data and qualitative data. Quantitative data was
analyzed using descriptive statistics; frequencies and percentages and the
finding presented on pie charts, bar graphs and tables. Qualitative data was
categorized under themes that were then analyzed and presented on tables and
graphs. Findings from the study have established that majority of head
teachers had not undergone training to handle pupils with disabilities.
Nevertheless involved in the study had at least one teacher who had undergone
training in handling learners with special needs. The study also established
that teachers adopted various teaching methods to assist pupils with
disabilities and that having these teaching and learning techniques combined
enhances the process of learning for the disabled pupils. Findings from the
study also show that schools were less equipped with teaching and learning
resources for use with children with disabilities and this definitely influences
their school grades. The study has also shown that though teachers accepted
learners with special needs in their schools, most (64.1%) found it challenging
to handle learners with special needs due to lack of training in SNE. The study
recommends the training of all Head teachers in SNE. The KICD should
develop and disseminate teaching and learning resources specifically made for
CWDs and incorporation of SNE training in primary teacher education
curriculum. The researcher suggests further research to be done on assessment
of social-economic factors influencing wastage rate among boys in the study
locale.
Publisher
University of Nairobi
Rights
Attribution-NonCommercial-NoDerivs 3.0 United StatesUsage Rights
http://creativecommons.org/licenses/by-nc-nd/3.0/us/Collections
- Faculty of Education (FEd) [5962]
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