Abstract:
Since independence in Kenya, there have been several
policies and working papers concerning education for the pupils
with physical disability and generally inclusive education such as
the Sector Policy for Learners and Trainees with Disabilities
(2018). However, even with all this, the academic performance of
learners with physical disability in inclusive schools continue to
record low performance compared to those without disability.
Inclusive education was supposed to provide learners to provide
equal educational opportunities to both learners with and
without physical disability. The objective of this paper therefore
was to determine the influence of teacher characteristics which
included attitude, satisfaction and teaching strategies on
academic performance of learners with physical disability in
Western Kenya inclusive schools. The study employed a
convergent parallel mixed method design in five inclusive schools
for pupils with physical disability. Data was generated from
among 65 teachers, 52 pupils with physical disability and 73
regular pupils by use of a questionnaire and an observation
guide. For inclusion to be successful as a framework, this
scrutiny is required in order to improve the learners’ overall
academic outcomes.