Abstract:
The Kenyan government has put in place deliberate
awareness policies and strategies to integrate learners with
special needs in regular learning settings. This is to open doors
for All and hence enrolment rates. Despite this learners with
physical impairment continue to face specific challenges that
hinder their enrolment in one way or another. People with
physical disabilities have poorer health outcomes, lower
education achievements, less economic participation and higher
rates of poverty than people without disabilities”(WHO,
2011).The objective of the study was to establish the
infrastructural access challenges and their effects on enrolment
of physically challenged learners integrated in public primary
schools in Uasin Gishu County, Kenya. The study employed
descriptive survey design in collecting data. Data was analyzed
using descriptive statistics that involved frequency and
percentages, with the help of computer Statistical Package for
Social Science (SPSS). Documentary review was used to
examine infrastructure situation in public primary schools
Uasin-Gishu County. Major findings revealed that (75.8%) of
learning institution had inadequate or total lack of infrastructure
that directly support learners with physical impairments. Eighty
five percent (85.3%) of infrastructure was accessible but with
difficulty to learners with physical disabilities whereby (35.4)
and (25.2) respectively were reported as being average and poor
conditions. These findings have a great implication on enrolment
rates of these learners. The study recommends that the Ministry
of Education should enforce the relevant policies and impose stiff
penalties for stakeholders who do not provide for accessibility
leeway for all as they do constructions. Exististing School
infrastructural facilities should be re inspected and evaluated
with the aim of promoting access for learners with physical
challenges