Effect of Teacher–Student Interactions on Inclusion of Learners with Intellectual Challenges in Regular Public Primary Schools in Manga Sub County, Nyamira County

Abstract

The study sought to analyze the determinants of inclusion of children with intellectual challenges in public primary schools in Manga Sub County, Nyamira County, Kenya. Children living with disabilities in Kenya like in most developing countries are a marginalized population and face challenges as a result of their challenges. In most cases, their access to basic needs such as education, health and employment is affected to a great extent. The study sought to analyze the determinants of inclusion of intellectually challenged learners in public primary schools in Manga Sub County. The study was based on a conceptual framework which was supported by Glasser's choice theory of cognitive development which suggests that children’s learning process occurs through interactions with their surrounding environment. The objective of the study was; to establish whether teacher–student interactions affect inclusion of intellectually challenged learners in public primary schools in Manga Sub-County. The study used a descriptive survey design. The target population of the study consisted of 64 public primary schools, with 579 parents, 64 head teachers and 594 teachers in Manga-Sub County. The study used a sample size of 117 consisting of 7 schools hence 7 head teachers, 58 teachers and 58 parents. Purposive sampling was used to select the head teachers from the seven schools, while stratified and simple random sampling methods were used to select the teachers and parents. The study used a questionnaire and FGDs to collect the data. The questionnaire was pretested for validity and reliability in two schools from the sub county. Data was coded then analyzed by use of descriptive statistics. Frequency tables were used in presentation of the results. The results of the study indicated that there was a significant but weak correlation between teacher – learner relationship and the inclusion of learners who are intellectually challenged. This meant that parents are not ready to get involved in the learning process of their challenged learners and this is affecting the inclusion process. The study concludes that teacher learner interactions should be considered highly as it has a very significant association with the inclusion process. The results are expected to indicate the determinants of inclusion of intellectually challenged learners in public primary schools. The study was of significance to the EARC officers, head teachers, school teachers, parents and the policy makers at the ministry of Education, science and technology.