Abstract:
Enrolment statistics for learners with special needs at Lurambi sub-county
Educational Assessment and Resource Centre are alarming and warrant
verifying whether these learners receive any mainstream education and are
retained in the schools after placement. The study sought to determine the
implementation of mainstreamed practices on the retention of learners with
special needs. The study was guided by Michael Oliver's Social Model of
disability theory, which argues that it is the society that segregates and
disables people with special needs. This theory advocates for society with its
institutions to adjust their approach to people with disabilities by creating an
ambient environment instead of requiring them to adjust and fit
unapologetically in the defined structures by society. The study employed a
Descriptive survey research design. The study targeted 406 teachers from 29
regular public primary schools with resource rooms. Questionnaires and
checklists were the main instruments of data collection. A document analysis
guide was used for collecting data on learners' enrolment from the years 2016
to 2020. Quantitative data was analysed using descriptive statistics,
frequencies, percentages and the findings presented in frequency tables.
Findings showed that awareness of mainstreaming and learner-based factors
also affect retention of learners with special needs in regular public primary
schools. The study recommends the training of all teachers to be able to teach
learners with special needs. The KICD should develop and disseminate
teaching and learning resources specifically made for learners with special
needs. The study suggests further research to compare the effect of learners
with special needs in mainstream education on the performance of learners
without special needs.
