Preparedness for Inclusion of pupils with Physical Challenges for Learning activities in Inclusive Public Primary Schools for the Pupils with Physical Challenges in Bungoma County, Kenya

Abstract

There is global and national push for pupils, regardless of their challenges, to be provided with appropriate education within regular schools. The main purpose of the study was to assess the existing adaptations for inclusion of pupils with physical challenges in inclusive public primary schools within Bungoma County. The objectives of this study were to assess classroom physical adaptations, classroom curricular adaptations and outdoor adaptations in public primary inclusive schools for the pupils with physical challenges in Bungoma County. The study was guided by Maslow Hierarchy of Needs theory. The study targeted 354 pupils, 68 teachers and 4 head teachers from 4 inclusive schools. The sample size for pupils was 138 pupils. This study adopted a mix of descriptive survey and phenomenology research designs. It was a mixed method approach research. Questionnaires, an interview guide and observation checklists were used to collect data. Piloting of the questionnaires was done in one of the inclusive public primary school for the pupils with physical challenges in a neighboring County which gave a reliability index of 0.85 for the pupils’ questionnaire and 0.87 for the teachers’ questionnaire. Data analysis was done using quantitative and qualitative methods. Among the research findings were that there were inadequate classroom physical adaptations. Another finding was that there were adequate classroom curricular adaptations. Among the recommendations that the study made were that: There is need for the school administrations to construct more store boxes for safe keeping of personal items of pupils with physical challenges and the existing ones made accessible. In addition, school administrations and educators should ensure that assistive devices for all pupils with physical challenges in need be provided in all inclusive schools. It is hoped that the results of this study will help the administrators of inclusive schools for the pupils with physical challenges and educators to establish how well the inclusive public primary schools are ready to accommodate pupils with physical challenges and therefore enforce improvement where necessary which will in turn aid in promoting learning among pupils with physical challenges.