Effect of Implementation of Mainstreaming Practices on Retention of Learners with Special Needs in Regular Public Primary Schools in Lurambi Sub-County, Kakamega, Kenya
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
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