SELECTED TEACHER-RELATED FACTORS INFLUENCING EDUCATIONAL PERFORMANCE OF INTELLECTUALLY CHALLENGED LEARNERS IN PUBLIC PRIMARY SCHOOLS IN BORABU SUB-COUNTY, NYAMIRA COUNTY, KENYA

Abstract

This study sought to investigate the effects of various instructional components on the academic performance of children with intellectual disabilities enrolled in public primary schools in Kenya's Borabu Sub-County. People with intellectual impairments were ostracized for being unable to do daily duties in a variety of countries, including the developed, developing, and underdeveloped. They wouldn't be accepted into the family or community or given a significant duty. They were neglected, dismissed, and ultimately abandoned by those around them. They considered it a waste of money to spend on their schooling. Unfortunately, some cognitively challenged kids have struggled in the classroom. The study's specific objectives were to: (1) identify the instructional strategies used in integrated settings for learners with intellectual challenges; (2) investigate the impact of teachers' backgrounds on the academic performance of such learners; (3) ascertain the impact of teachers' attitudes on such learners; and (4) determine the impact of teachers' preparation on such learners. The study's objective was to provide educators with knowledge and motivation to use public money for special education and universal education. The research intended to determine the factors that have the greatest impact on the academic achievement of children with intellectual impairments by combining Glasser's Choice Theory, the Quality School, and a Conceptual Framework based on the same principles. Using a descriptive survey method, 711 instructors from 54 public schools in the Borabu Sub-County were polled. 16 principals, 184 classroom teachers, 11 special education educators, and 1 educational assessment and reform coordinator (EARC) officer made up the total of 216 educators that took part in the study. An easy random selection procedure was used to pick 30% of the research population. For this project, information was acquired through surveys and interviews. Using the split-half method of the Spearman Rank Formula, the instrument's dependability was calculated and found to be 0.85 at the 5% significant level. To guarantee the legitimacy of the study, advisors from Maasai Mara University submitted their professional opinions. The questions, statements, and general structure of the study instruments were improved after conducting a content analysis. The outcomes of the descriptive statistics and percentages used to examine the data were presented in summary tables. Every questionnaire was returned with a flawless 100% accuracy, and all interview hours were recorded, encrypted, and reported. The outcomes demonstrated that educators' attitudes affected how well children with cognitive problems performed academically. Compared to teachers with greater experience, those with seven years or less of experience are less likely to care about their special needs pupils. The study also found that the teacher's preparation played the most role in the academic achievement of children with intellectual disability. The results led to recommendations that the curriculum be changed to better serve all learners' needs and that all primary school principals make suitable arrangements for the education of children with intellectual impairments. To raise the standard of education for those with mental disabilities, the ministry of education should conduct monthly seminars. Through the centre’s outreach initiatives, teachers and administrators would be made aware of the advantages of the EARC.