Abstract:
No of their educational background, all learners should have access to a high-quality education. All learners should have access to high-quality education and training that will prepare them for the workplace, opportunities for lifelong learning, and meaningful involvement in society as contributing members of society. This study looked into how learners who are intellectually challenged were integrated and how well they performed academically in public primary schools in Kenya's Nyamira County's Borabu Sub-county. The three main goals of the study were to examine the physical environment, assess teacher readiness, and determine the scope of government initiatives and their impact on the academic performance of learners intellectually challenged. An adaptation of social constructivism was used in the research. For the investigation, a conceptual framework was created. The research design for the study was a descriptive survey. 54 head teachers, 601 regular teachers, and 18 SNE teachers from public elementary schools made up the target population. 18 of the schools have specialized divisions. To choose participants for the research, purposive and stratified selection methods were utilized. Six SNE, 180 ordinary teachers, and 16 head teachers were obtained from a sample size of 30%. For data collection, a questionnaire was given to the regular teachers, special unit teachers, and head teachers. A detailed interview schedule for EARC officers was also included in the research. By piloting the instruments with respondents in Borabu Sub-County who were not involved in the primary study, the validity of the instruments was established. The test-and-retest methodology was used to determine the reliability of the research instruments. At a p-value of 0.05, a coefficient of 0.70 was discovered. Both qualitative and quantitative methods were used to analyse the data. The study found that the physical environment played a critical role in integrating of learners who are intellectually challenged and that the community, parents and the government had a joint share in availing the facility. It was further found that the teachers were not well prepared for undertaking comprehensive integrating of learners who are intellectually challenged although they applied various methods in handling the intellectually challenged. The study further found that the government disburses funds for the disabilities but was not enough allocation; and, that the officer in charge needs to be equipped thoroughly for the function. The findings would be relevant to the following stakeholders: teachers who would improve their skills and attitudes to include learners with IC in their regular classrooms, parents who should encourage their children to accept mainstreaming. The findings would also help policy makers to put in place policies in regard to mainstreaming of learners who are intellectually challenged. The study recommends that all education stakeholders should in a concerted manner assist in the management of schools and promoting integrating of learners who are intellectually challenged.
