Abstract:
Enrolment statistics for learners with special needs at Lurambi sub-county Educational
Assessment and Resource Centre are alarming and warrant the need to verify whether
these learners receive any mainstream education and whether they are retained in the
schools after placement. Therefore, this study sought to determine the effect of
mainstreaming practices on retention of learners with special needs in regular public
primary schools in Lurambi sub-county, Kenya. The study was guided by three
objectives; to determine the implementation of mainstreamed practices on retention of
learners with special needs, to establish the teachers’ attitude towards retention of
mainstreamed learners with special needs and to evaluate intervention strategies used
to support 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 ambient environment as
opposed to requiring them to adjust and fit unapologetically in the defined structures
by society. It employed Descriptive survey research design. The study targeted 406
teachers from 29 regular public primary schools with resource rooms and 5 education
officers out of which 15 headteachers, 3 education officers and 214 teachers were
sampled through Sample Proportionate Stratification Approach. Validity and reliability
of the research instruments was ascertained through piloting of study in Shanyinya
Primary School which was outside the study area with similar characteristics as those
of regular public primary schools in Lurambi sub-county. Reliability was ascertained
by Cronbach' Alpha technique which yielded Cronbach' Alpha Value of 0.735.
Questionnaires and interviews were the main instruments of data collection. Document
analysis guide was used for collecting data on learners’ performance in the year 2016
to 2020. The study yielded both quantitative data and qualitative data. Qualitative data
was analysed using descriptive statistics; frequencies, percentages and the findings
presented in frequency tables. Quantitative data was then analysed using regression
analysis. The study established the effect of implementation of mainstreaming
practices on retention of learners with special needs in regular public primary
schools. Findings from the study also showed that awareness on 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 be conducted to compare the effect of learners with
special needs in mainstream education on the performance of learners without special
needs.
