MANAGING INAPPROPRIATE BEHAVIOURS OF PUPILS WITH COGNITIVE DISABILITIES IN SELECTED INCLUSIVE PRIMARY SCHOOLS, CHANGAMWE SUB-COUNTY, MOMBASA COUNTY, KENYA
MACMBINJI, VINCENT OTIENO
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The focus of this study was managing inappropriate behaviours management of pupils with cognitive disability in selected inclusive primary schools in Changamwe Sub-county. Pupils with cognitive disabilities inappropriate behaviours is a critical issue in the performance of any school programme. Lack of it makes a mockery of the stated important goals and objectives that the schools are supposed to achieve. Therefore, the purpose of this study was to investigate managing inappropriate behaviours management of pupils with cognitive disabilities in selected inclusive primary schools in Changamwe Sub-county in Mombasa County,Kenya. The study was guided bythe social learning theory of Albert Bandura and it employed descriptive survey. The sample size comprised 10 deputy head teachers, 60 teachers and 30 pupils with cognitive disability. The total sample was one hundred (100) participants. The sample size was determined using purposive and specific random sampling methods. Purposive sampling was used to select deputy head teachers and teachers who had special needs education training while random sampling was used to select pupils to be observed in the inclusive primary schools having learners with cognitive disability. Data collected was done using questionnaires, an interview schedule and an observation checklist. Questionnaires were distributed to teachers in sampled inclusive primary schools; interviews were conducted on Deputy Head teachers whereas the observation schedule was used to check the frequency of inappropriate behaviours. Data collected was analyzed using descriptive and inferential statistics. SPSS was used in analyzing quantitative data. The qualitative data was informative in explaining and clarifying the quantitative data from questionnaires. Results of data analysis were presented using frequency distribution tables, bar graphs, and pie charts. The study established that academic inappropriate behaviours were the most prevalent behaviour among learners with cognitive disability as compared to the social and disruptive inappropriate behaviours. Low concentration, hyperactivity and easy distraction were cited as the major factors leading to the inappropriate behaviours among learners with cognitive disability. There was emphasis on the use of group contingencies, peer counseling, guidance and counseling and group contingencies as effective strategies of dealing with inappropriate behaviours. Teachers’ incompetence in Special Needs Education and absence of Special Needs policy regarding behaviour management were the main challenges faced in managing learners with cognitive disability inappropriate behaviours. Out of the measures the schools have taken to manage inappropriate behaviours among learners with cognitive disability, the study recommends that Ministry of Education Science & Technology should employ more teachers trained in Special Needs Education in inclusive schools, review curriculum for teacher training colleges to inculcate behaviour management for learners with special needs and more in-service training on special needs for teachers in inclusive schools.