| dc.description.abstract | The objective of the study was to investigate the school factors affecting inclusion of learners with disabilities among urban refugees in public primary schools of Ruiru District, Kiambu County, Kenya. The specific objectives of the study were to: identify the environmental barriers eg. teaching/learning resources, unfriendly classrooms, inaccessible sanitary facilities and their effect on the inclusion of urban refugee learners with disabilities, establish teachers‟ attitude towards inclusion of urban refugee learners with disabilities, establish regular learners‟ attitude towards inclusion of urban refugee learners with disabilities and to assess the teachers‟ competencies in handling the inclusion of learners with different types of disabilities in public primary schools of Ruiru District, Kiambu County.
The study employed a descriptive survey design. This study targeted all the seven public primary schools with urban refugees who have disabilities in Ruiru District. All the twenty five community volunteer workers within Ruiru District working with the refugees, head teachers from the seven public primary schools, one hundred and eighty urban refugee pupils including those with disabilities and eighty teachers were targeted. All the targeted respondents were available for the study, making a 100% return rate.
The data was collected by use of questionnaires, focus group discussions and an interview schedule. Descriptive and analytical statistics were used to analyse the data obtained. Data collected from the field was coded and entered into the computer for analysis using the Statistical Package for Social Sciences (SPSS). Qualitative and Quantitative data were analyzed thematically and using descriptive statistics including frequency counts and percentages. Data was presented in summary form using frequency distribution tables.
The main findings of the study were that unfavorable environmental barriers affected learners, teacher and host pupils‟ negative attitudes as well as lack of efficient teacher competencies in teaching affected urban refugees learners with disabilities
The study recommended that head teachers should ensure construction of accessible school facilities, parents‟ involvement in provision of necessary materials, teacher‟s training, awareness and guidance on how to handle urban refugees with disabilities. Further, host pupils to be sensitized on disability issues about the urban refugees as well as involved in interactive school activities. The study also recommends further study to be replicated to other regions of the country. | en |
