Challenges facing integration of exceptional children into regular public primary schools

Abstract

The main purpose of this study was to identify the challenges that the physically challenged pupils face when they are integrated into regular public primary schools in Nairobi Province. The study endeavors to determine the involvement of the physically challenged pupils in the various school curricula, identify the problems the physically challenged pupils face while carrying out their learning activities, and determine the cause and possible solutions to these problems experienced by the physically challenged pupils. The design of the study was ex-post facto. Data was collected using questionnaires for pupils and teachers and interview schedules for head teachers. The research instruments were validated by use of a pilot study, which was assessed by the supervisor. Reliability was determined using the split-half technique. The target population consisted of head teachers, special education teachers and the physically challenged pupils in regular schools. Random sampling was used to sample out 10 head teachers, 30 special education teachers and 140 physically challenged pupils. All the head teachers responded to the interview schedule representing a return rate of 100.0%. The teachers who responded to thequestionnaire were 27 representing a return rate of 90% while the pupils who responded were 138 representing a return rate of 98.6%. Data obtained was analyzed by use of Statistical Package for Social Sciences (SPSS) computer package to determine the challenges that the physically challenged pupils face when they are integrated into regular schools. Findings were presented through descriptive statistics by use of frequencies and percentages. Among the major findings, the study revealed that; there is inadequate time for the coverage of the 8-4-4 syllabus; the physically challenged pupils miss out during class time due to hospitalization and sickness. This then affects their performance both in the formal and non-formal curriculum; there is lack of clear Government guidelines on the policy of integration. Due to this the schools that integrate handicapped pupils are categorized as the regular schools with nonhandicapped pupils; the parents of the physically challenged pupils are not committed in the welfare of their children while they are in school; and the schools lack adequate facilities and equipments. Based on the findings of the study, the following recommendations were made; the 8-4-4 syllabus is too wide for the physically challenged and therefore needs to be reviewed in the areas of content and time; teachers in these schools need to conduct remedial teaching and they should be remunerated accordingly; the architectural barriers should be removed; and there is need to train only those teachers who have an interest in Special Education. The recommendations for further research included; study on the attitude of the non-handicapped pupils towards the physically challenged pupils integrated into regular schools; the effect of curriculum change on the physically challenged pupils; the role of the peripatetic teachers and the constraints they experience in integrated schools; and a study to compare the performance of the handicapped and the non-handicapped pupils in integrated schools.