EFFECT OF MAINSTREAMING PRACTICES ON RETENTION OF LEARNERS WITH SPECIAL NEEDS IN REGULAR PUBLIC PRIMARY SCHOOLS IN LURAMBI SUB-COUNTY, KENYA

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.