FACTORS AFFECTING TEACHING AND COMPLETION RATES OF PUPILS WITH INTELLECTUAL DISABILITIES IN PUBLIC PRIMARY AND SPECIAL SCHOOLS: A STUDY OF MALINDI SUB-COUNTY, KILIFI COUNTY, KENYA BY

Abstract

High dropout of pupils with disabilities is a challenge to stakeholders in the education sector. Such learners have to grapple with multiple problems. Similarly, teachers in such schools do not have the requisite training to manage such learners. Towards that end, it was found important to undertake a study of factors that impact on teaching and completion rates of such learners. The purpose of this study was to find out the learner, school and home factors that impact on the teaching and completion rates of pupils with intellectual disabilities in Malindi Sub-county, Kilifi County, Kenya. Further, the study sought to explore the challenges teachers experience in teaching such pupils. A descriptive survey design was employed for the study. The target population comprised pupils with disabilities in inclusive schools. Samples of 52 respondents were selected purposively. The sample comprised 33 pupils with intellectual disabilities, ten teachers and nine head teachers from the purposively sampled schools. Data was collected using a questionnaire, observation checklist, Focus Group Discussions and semi-structured interviews. The instruments were administered after piloting using a sample of four pupils, one teacher and one head teacher. This was to determine their suitability, validity and reliability. Both quantitative and qualitative data was collected. Descriptive statistics in the form of frequencies and percentages was used while qualitative data from the open-ended items in the questionnaires, interview transcripts and observation schedules was analysed thematically in line with the objectives of the study. Findings of this study show that teachers managing pupils with intellectual disabilities were not professionally qualified in Special Needs Education. It was also found out that teachers had work overload, lack of special curriculum for such pupils and lack of physical facilities, especially teaching as well as learning resources the pupils impacted negatively in teaching and completion rates. Parents had negative attitudes towards their own children and their teachers. Teachers viewed pupils with intellectual disabilities negatively because they lowered school mean grade. Teachers also had no specialised skills to teach them. Pupils with intellectual disabilities also suffered from parental poverty and therefore missed school. From these findings, it was recommended that the government employs trained teachers in the area of Special Needs Education; that schools be funded to cater for pupils with intellectual disabilities and curriculum developers design programs, especially for pupils with intellectual disabilities