Internal Publication
The lived experiences of learners living with physical disabilities in inclusive primary schools in Elgeyo Marakwet County, Kenya
Learners living with physical disabilities have diverse experiences in Inclusive schools. This marginalized group experience exclusion in schools and the enrolment and completion rates are alarming. Reported in by World Health Organization, (WHO), approximately 10% of the global population has a disability and 80% of those living with disabilities are in the developing world. The purpose of this study was to explore the experiences of the learners living with physical disabilities in selected Inclusive Primary Schools of Elgeyo Marakwet county, Kenya. The Objectives of the study were: To Explore experiences of inclusion and exclusion of learners with physical disabilities; To examine the experiences of the learners living with Physical disabilities from the perspective of special education teachers. The study adopted the Social Model/theory of disability by Mike Oliver. Three Inclusive Primary Schools and a sample of 65 learners and 10 teachers was done purposively. This qualitative study, adopted a phenomenological design and data generated using Participatory Visual Methods where participant’s drawings and photographs were used and a focused group discussion with the teacher participants. The research data was analysed thematically. The study found out that Learners Living with Physical Disabilities experience both exclusion and inclusion at school. They also prefer being in school to home. Inadequate teacher training, unfriendly subject content, wrong placement, less time for learning and assessment were reported as some of the challenges they faced in school. This study concluded that Inclusive primary school environment was better for learners living with physical disabilities compared to home. Moreover, retrogressive cultural beliefs were a major hindrance to their schooling and education. This study recommends that prospective teachers be trained on how to teach learners living with physical disabilities in inclusive primary schools. Proper assessment be done on learners during placement to inclusive primary schools. Teachers, pupils, parents and the general community to be sensitised on how to treat, and relate with learners with learning disabilities at home and school. The Kenya Institute of Curriculum Development should come up with activities within the regular curriculum that would benefit All. Policy makers should be selected from the grassroots levels and the learner(s) ability should be put to consideration during assessment.
Uploaded by: Japheth NoelAuthor: Maingi, Josephine Wanjiru | ORCID: https://orcid.org/0009-0003-6539-8136
Institution: Moi University | Centre: East and South African-German Centre for Educational Research, Methodologies and Management (CERM-ESA)
Thesis Supervisor(s): Misigo, B. L. | Rushahu, B.
Type: Theses | Master’s | English
Subjects: Education
Date: January 2022 | Pages: xiv, 133
Copyright: The Author | License: Open Access
