Influence of school-based challenges on the inclusion of children with physical impairments in public primary education in Kuria West Sub-county in Migori County, Kenya

Abstract

An estimated 10% of Kenyan children who have attained the school going age have some form of disability. About 16% of these children are out of school while another 40% are isolated in special primary and secondary schools. Although about 44% get to attend regular primary and secondary schools, they are not appropriately integrated into these schools. It is in this light that this study sought to examine school-based challenges facing the inclusion of children with physical impairment (CWPI) in public primary education in Kuria West Sub-County. The specific objectives of the study were to examine human capital challenges, teaching and learning resources challenges, physical environment challenges, and social environment challenges facing the inclusion of CWPI in public primary schools in Kuria West. The study was guided by Vygotsky Social Constructionist Theory. It utilized the descriptive research design where data was collected from a sample of 27 head teachers and 81 teachers from 27 schools. These schools were selected from the target population of 87 public primary schools in the study area using the stratified random sampling methods. Questionnaires were used to collect quantitative data from among teachers while interviews were used to collect qualitative data from head teachers of the schools. An observation checklist was used to collaborate the information provided in the questionnaires and interviews. The validity of the instruments was examined by discussing the questions with university supervisors at the Department of Education, Africa Nazarene University. Reliability of the instrument was examined using the Cronbach Alpha method at the 0.7 threshold. Data collected through the questionnaire was analysed using descriptive while hypotheses were tested using the multiple regression method at the 0.05 level of significance Data collected through interviews was analysed using the thematic technique while descriptive statistics will be used to process the data collected using observation checklists. Results established that there are low levels of inclusion of CWPI in the public primary schools in terms of enrolment, school attendance, involvement of CWPI in co-curriculum activities, and grade transition. Inadequacy of teaching and learning resource was found to be the most significant barrier to the inclusion of CWPI (β= -0.468, t = -3.339, p <.05) followed by social environment challenges (β= -0.442, t = -2.839, p <.05) and human capital challenges (β= -0.332, t = -2.655, p < .05). However, though the challenges emanating from physical environment had a negative influence on CWPI inclusion, the influence was not statistically significant (β = - .107, t = - .982, p = .057). Based on the findings, the study recommends the Ministry of Education to increase capitation for CWPI, development of alternative sources of generating revenues needed to acquire teaching and learning resources, development of strategies aimed at addressing negative stereotypes and prejudices towards CWPI, development of programmes aimed at training existing teachers on special education needs education, and incorporation of special need education training in the curriculum of teaching colleges and universities.