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.