Abstract:
The Government of Kenya made inclusive education a policy requirement in the provision of education
to all children. Research has shown that the support given by teachers plays a very important role in
curriculum implementation that ensures success in a child`s career. Education Assessment records in
Kisumu county indicate that between the year 2012 and 2016, 846 learners who are physically
challenged had been assessed and placed in regular schools in Kisumu West, Kisumu Central and
Kisumu East sub-counties, out of which 246 had dropped out of school. However, Learners who are
physical challenged often drop out of school more as compared to their regular counterparts
particularly in Kisumu West Sub-County. The number of learners who are physically challenged
enrolled in regular primary schools has been decreasing due to dropouts despite the fact that officers
in Kisumu EARC conducted sensitization programs and workshops yearly for teachers and
stakeholders in education. This decrease is confirmed at 138 (31.9%), which is higher as compared to
the dropout of neighboring sub-counties namely: Kisumu East 31 (21.8%) and Kisumu Central
77(28.4%). Reason for this high dropout has not been established. The purpose of this study was
therefore to determine teachers’ level of support in creation of awareness on learners who are
physically challenged. Objectives of this study was therefore to; determine teachers’ level of support
in creation of awareness on learners who are physically challenged. A conceptual framework was used
to show the interaction of dependent and independent variables. The study adopted descriptive survey
research design. Target population of the study consisted of 15 head teachers, 30 teachers, 6 EARC
coordinators and 90 learners who are physically challenged. Saturated sampling technique was used
to select 13 head teachers and 4 EARC coordinators, while purposive sampling was used to select 27
teachers and 81 learners who are physically challenged. Data was collected using questionnaires,
interview schedules and observation checklist. Face and content validity of instruments was
established through expert judgment and revision. Reliability of instruments was established through
test-retest method on 10% of study population using Pearson correlation. Reliability coefficient for
head teacher’s questionnaire was 0.8, teachers’ questionnaires was 0.9; Learners who are physically
challenged questionnaires was 0.7. This was above the accepted value of 0.7. Correlation coefficient
analysis was used to establish teachers’ level of support to retain learners who are physically
challenged. Quantitative data was analyzed using frequency counts, percentages and mean. Qualitative
data from interview and observation schedules were collected, organized and categorized into themes
and sub-themes, which were reported. Findings of the study indicated that teachers did not provide
enough awareness creation on learners who are physically challenged. The study recommended that teachers in regular primary schools be trained in SNE, Differentiation, individualized educational plan
and peer tutoring should be applied in regular primary schools according to SNE policy 2018. Findings
of this study would be useful to teachers, EARC coordinators, and Ministry of Education in ensuring
equal educational opportunities for learners with Special Needs Education in primary schools. |
