DETERMINANTS OF MAINSTREAMING OF LEARNERS WHO ARE INTELLECTUALLY CHALLENGED IN REGULAR PUBLIC UPPER PRIMARY SCHOOLS IN GUCHA SOUTH SUB-COUNTY IN KISII COUNTY, KENYA

Abstract

The goal of Free Primary Education (FPE) in Kenya is to provide all school-going children with accessible and quality basic education in alignment with Vision 2030. However, children with special needs, particularly those who are intellectually challenged, face significant barriers to accessing quality education. These children are often excluded from regular classes, hindering their mainstreaming and development. This study aimed to investigate the determinants of mainstreaming children who are intellectually challenged in regular public primary schools in Gucha South Sub-County, Kisii County, Kenya. The objectives were fourfold: to examine the influence of teachers' training on the mainstreaming of intellectually challenged children; to explore the role of parents in mainstreaming these learners; to assess how physical infrastructure affects mainstreaming; and to establish the influence of teaching and learning resources on the process. A pilot study was conducted in Kisii South Sub-County to test the reliability and validity of the research instruments, achieving a reliability coefficient alpha of 0.785, which is close to the generally accepted threshold of 0.8, indicating reliable research instruments. The study employed a descriptive survey design and targeted 52 headteachers, 123 teachers, and a Sub-County Quality and Standards Officer (SQASO), totalling 176 participants. Public primary schools were classified into three educational zones. Stratified random sampling was used to select 16 schools, while purposive sampling identified headteachers and the SQASO. Teachers were selected through simple random sampling. The sample consisted of 16 headteachers, 37 teachers, and the SQASO, representing 30% of the population. Data collection tools included questionnaires, interviews, and observation schedules. The data were presented using frequency tables, charts, and graphs. Findings revealed that 64.9% of respondents possessed minimum professional qualifications, enabling them to provide reliable responses on mainstreaming determinants. However, only 37.5% of teachers were trained in Special Needs Education (SNE), highlighting a gap in essential skills. Moreover, the study found that 79.1% of parents failed to fulfill their roles in providing educational needs, underscoring the critical role of parental support in mainstreaming efforts. Physical infrastructure was another challenge, as most schools lacked adequate classrooms, administration offices, and sanitation facilities tailored for intellectually challenged learners. Teaching and learning resources were insufficient, with the majority of schools lacking appropriate materials and facilities to support inclusive education. These deficiencies negatively impact the mainstreaming process and hinder the realization of FPE goals for children with special needs. The study concluded that teachers' training significantly influences the mainstreaming of intellectually challenged children. Parental involvement also plays a crucial role in ensuring these learners receive adequate support. Additionally, physical infrastructure and teaching and learning resources directly affect the success of mainstreaming efforts. Based on these findings, the study recommended that the Ministry of Education ensure all public primary school teachers undergo specialized training to equip them with skills to handle intellectually challenged learners. Moreover, awareness campaigns should be conducted to sensitize parents on their roles in supporting their children's education. Investments in infrastructure and resources, including user-friendly facilities and sufficient learning materials, are essential to creating an inclusive education system. By addressing these factors, Kenya can enhance the mainstreaming of intellectually challenged children in regular public primary schools, aligning with the principles of Vision 2030 and the goals of Free Primary Education. The significance of this study lies in its potential to create awareness among educators, school administrators, and other service providers on areas requiring improvement in mainstream setups. By identifying gaps in teacher training, parental involvement, infrastructure, and resources, the study provides actionable insights that can inform policy and operational improvements. This awareness is crucial for fostering an inclusive educational environment that supports the holistic development of all learners, including those with intellectual challenges. The findings are expected to contribute to academic literature on special needs education and guide stakeholders in implementing effective strategies for mainstreaming, ultimately promoting equitable access to quality education for all children.