Institutional related factors affecting performance of learners with special needs in Kamukunji public primary schools in Kenya

Abstract

The purpose of the study was to investigate the association between institutional based factors influence on performance of learners with special needs in Kamukunji public primary schools. Descriptive research design was used. This study was carried out in Kamukunji district, targeting the 18 public primary schools. The 18 head teachers, 420 teachers and 221 learners with disabilities in the district were targeted as respondents in this study. In order to obtain a sample for the teachers and students the researcher used the 20–30%. The data for this study was collected by use of questionnaires and interview guide. Both descriptive and inferential statistics was used. The findings revealed that majority of the respondents were in disagreement that pupils with special need should learn together with pupils without special need in the same class. The study findings show that most of the learners indicated that the learning environment was supportive. Based on the results of the study, it can be concluded that pupils with special needs were comfortable since they were accepted, gained a lot from others and pupils without special needs were ready to assist them. The study also concludes that most of the resources/facilities are available but not adequate. The study also recommends that the Ministry of Education should provide training for the teachers to improve their knowledge and skills in teaching pupils with special needs which could be provided through workshops and seminars on special needs in education. The study further recommends that the schools management committee should have a strategic plan for continuous maintenance and increase of all the physical accessibilities to the facilities, transportation and accommodation.