Abstract:
Mainstreaming is a concept and practice of educating learners with challenges in regular education
settings. Mainstreaming advocates for education of all categories of learners without discriminating
the specific group of individuals with disabilities. The study sought to assess strategies used by
teachers in readiness for mainstreaming of learners with special needs in public primary schools in
Masaba South Sub County, Kisii County, Kenya. The study was underpinned by the Social Model
of Disability theory. Simple random sampling was used to select a sample of 234 teachers while
purposive sampling was used to select the 25 headteachers from the schools which were used in
the study. Questionnaires were employed for data collection. A pilot study was carried out in one of
the schools within the study area. The study adopted survey research design to investigate the
study variables. Both qualitative and quantitative approaches were used in analyzing data. The
findings of the study found out that teachers’ attitude, professional development and experience
influence mainstreaming. The study also observed that for mainstreaming to be achieved, the
curriculum needs to be structured, teachers should be trained in special needs education, and the school environment should meet the needs of learners with special needs. It is recommendable
that the government and all education stakeholders should jointly enhance expansion of facilities in
the already established schools. This will encourage all teachers, trained or not to be ready to
handle all categories of learners in the mainstream settings in Masaba South Sub County
