Factors influencing management of persons with disability in inclusive primary school settings in Mbeere North Sub county, Embu County, Kenya

Abstract

Children with disabilities arguably form the largest group of readily identifiable children who have been and continue to be persistently excluded from education. The World Bank estimates that of the 115 million children worldwide who are not in school, 30-40 per cent are those children with disabilities. Education is perceived as a basic human right for all regardless of individual differences and a key ingredient for socio-economic development. Access, retention and participation are achieved through emphasis on inclusive education in regular schools for learners with special needs and disabilities. The purpose of the study was to investigate factors influencing management of persons with disability in inclusive primary school settings, with specific reference to Mbeere North Sub County in Embu County. The objectives of the study are to establish the influence of school structures in management of persons with disability; to investigate the influence of teachers’ skills in management of persons with disability; and to examine the influence of school stakeholders in management of persons with disability. This study used descriptive research design. The study has established that all three study variables positively influenced management of persons with disability in inclusive primary school settings, all be it at varying extent levels. The study recommends that the school structures be modified to enable children with special needs have free circulation around the classroom and can access storage areas, equipment, sinks and sockets. The provision of ample space and level access should be ensured through provision of assistive devices, such as wheelchairs, crutches or canes.