An investigation of factors that affect integration of physically handicapped pupils in primary schools in Kenya: a case of Uasin Gishu district

Abstract

Physically handicapped pupils have been mistaken to be academically unable by many people. They face discrimination from other pupils some teachers, and sometimes parents. There is an urgent need determine ways of enhancing their quality of learning and reducing the problem of discrimination. This study therefore investigated the integration of physically handicapped pupils in primary schools in Uasin Gishu District. The study aimed at specifically establishing: the levels of integration of physically handicapped children in primary schools, attitudes towards integration and the outcome of integration for the pupils, home based factors affecting integration of physically handicapped pupils in primary schools, school based factors affecting integration of physically handicapped pupils. The entire study was based on the Social Theory of disability, which explains the challenges faced by the physically handicapped as a social construction. This study was conducted by survey design. The study involved conducting structured interviews among a sample size of 44 physically handicapped pupils in primary schools in classes six, seven and eight, 28 teachers and 44 parents. Others were key informants in organizations and government agencies that assisted the physically handicapped. Data were collected from the physically handicapped pupils in upper primary classes (six, seven and eight) using structured questionnaires, personal interviews, observations and content analysis. The teachers were interviewed to provide information on school based factors while the parents filled in questionnaires to provide information on school based factors affecting integration of physically handicapped pupils. Sample selections were done by a combination of stratified and purposive random sampling techniques. Data collected were coded in Statistical Package for Social Sciences (SPSS v. 13.0) and analysed by descriptive statistics, frequency distribution and percentages. Results indicated that the levels of integration are generally low. Attitudes are positive among pupils, parents and teachers. Home based factors are low while school based factors have a higher influence.This study recommends better implementation of policies that will integrate the physically handicapped pupils in the learning environment. Schools should also set up internal policies to assist them cope with the problem of discrimination against the physically handicapped pupils within the primary schools. In view of this study, Government should formulate a national policy that would provide education for all pupils regardless of the physical handicap of the pupils and that the formulated law should put more severe punishment for any discrimination against physically handicapped.