Integrating Learner Disabilities in Inclusive Schools In Njoro Sub County

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dc.contributor.author Kimani, J.
dc.date.accessioned 2016-09-01T11:08:31Z
dc.date.available 2016-09-01T11:08:31Z
dc.date.issued 2016-08-03
dc.identifier.issn 2410-8383
dc.identifier.uri http://ir.kabarak.ac.ke/handle/123456789/1394
dc.identifier.uri http://hdl.handle.net/123456789/1394
dc.description Full text en_US
dc.description.abstract The complexities and daily challenges experienced by learners with special needs in inclusive primary schools are numerous. They make them feel frustrated and unable to perform optimally in their studies, since they are sometimes unable to cope effectively with inclusive learning, and this makes them withdrawn. In order to avert such situations, counselling services are required in mainstream programmes to aid the learners develop academic, social and personal competencies that promote their adjustment for life-long development. The purpose of this study was to explore ways of integrating disabilities into the schools for holistic development among learners with disabilities in Njoro Sub-County. Data was collected using two questionnaires which were administered to 100 learners and 20 teachers. Interviews were conducted among five (5) education officers in the sub-county. The data was analysed using the statistical package for social sciences (SPSS) to obtain descriptive statistics (percentages and frequencies). The findings showed that learners with special needs in inclusive schools in Njoro Sub County faced diverse psycho-social challenges including self-pity and self-devaluation among others. These challenges require well programmed guidance and counselling services. The findings of the study are expected to provide a basis upon which the ministry of Education and the school administrators can operate to fully integrate learners with disabilities into all educational institutions for development. They can also help the ministry to formulate guidelines to address the challenges facing this special group of learners. The study recommended that the admission of learners into all schools should be so structured to include learners with disabilities irrespective of their gender and nature of impairment. en_US
dc.language.iso en en_US
dc.publisher http://eserver.kabarak.ac.ke/ojs/ en_US
dc.subject Integration, disability, special needs, development en_US
dc.title Integrating Learner Disabilities in Inclusive Schools In Njoro Sub County en_US
dc.type Article en_US


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