INFLUENCE OF RESOURCES ON RETENTION OF PUPILS WITH DISABILITIES: A CASE OF MAINSTREAMED PRIMARY SCHOOLS IN BOMET COUNTY, KENYA
Ngeno, Daniel Kipkirui
MetadataShow full item record
Mainstreamed system of education is one of the most effective ways of creating an inclusive and human tolerant society. The government of Kenya has advanced in implementing the mainstreaming policy by ensuring that children with disabilities are enrolled in regular learning programs offered in mainstreamed schools. Research studies that have been conducted focused majorly on discrimination, stigmatisation, cultural beliefs and their effects and attitudes on persons with disabilities in societies. This research sought to determine the influence of resources on retention of pupils with disabilities in mainstreamed Primary Schools in Bomet County, Kenya. The objectives were to: determine physical resources, investigate instructional resources, determine the recreational resources and investigate adequate trained teachers on the retention of pupils with disabilities. Low retention of pupils with disabilities was the key problem addressed. This study was embedded on Systems Theory by Bertalanffy (1968). It adopted correlational research design. The target population was 840 teachers including Head teachers. Yamane table (1967) was used to get a sample size of 278 respondents. Multi-stage sampling procedure was applied. The data was collected, coded and analysed. The findings of the study revealed that physical and instructional resources significantly influence retention of pupils with disabilities (β=0.192 and β =0.421 respectively). Similarly, provision of adequate trained teachers and recreational resources were seen to influence significantly the retention of pupils with disabilities in mainstreamed Primary Schools (β =0.253 and β =0.250 respectively). The study concludes that supply of resources remain a major factor that promotes retention of pupils with disabilities. It was noted that absence of teaching and learning aids, poor accessibility to playgrounds, lack of talking braille labels, teachers‟ incompetence on the use of computers and assistive devices negatively influenced retention of pupils with disabilities. The study recommended that physical resources such as classrooms and toilets; instructional resources, for example, textbooks, supplementary curriculum support materials and in-service course for teachers promote retention of pupils with disabilities. Finally, recreational resources, in-door and out-door equipment, for instance, play kits, field markers and adequately trained teachers enhance retention of pupils with disabilities in mainstreamed primary schools.