PARENTAL ROLE INFLUENCE ON MAINSTREAMING OF MENTALLY CHALLENGED LEARNERS IN REGULAR PUBLIC PRIMARY SCHOOLS IN KENYA

Abstract

This study investigates the factors influencing the mainstreaming of learners with mental challenges in public primary schools in Gucha South Sub-County, Kisii County, Kenya, emphasizing the role of parental involvement. Despite global advocacy for inclusive education, Kenyan schools often face challenges integrating mentally challenged learners due to systemic barriers and societal attitudes. The research, employing a descriptive survey design, targeted 52 headteachers, 123 teachers, and a Sub-County Quality and Standards Officer (SQASO), with a final sample of 16 schools, 37 teachers, and the SQASO. Data collection methods included questionnaires, interviews, and observation schedules. The findings reveal significant issues: many parents are economically constrained, lack awareness of their roles, and often do not assist their children with schoolwork. Only 20.9% of parents believed they effectively supported their mentally challenged children’s education, and 83.3% did not attend class conferences. Additionally, 91.7% did not help with homework, while 87.5% were unable to afford medical checkups for their children. The study identified that over 70% of children lacked basic adaptive skills and that all respondents acknowledged not all mentally challenged children were enrolled in school. Experience levels among teachers and headteachers varied, influencing their understanding of inclusive practices. The study underscores the need for community sensitization and policy reinforcement to foster positive parental attitudes and involvement. Promoting economic empowerment and training for parents could facilitate better integration, supporting learners' academic and social development. Findings advocate collaborative strategies among parents, educators, and policymakers to create inclusive educational environments for mentally challenged learners.