PSYCHOSOCIAL CHALLENGES FACING INTEGRATED LEARNERS

WITH PHYSICAL DISABILITIES IN SELECTED MAINSTREAM

SECONDARY SCHOOLS: A CASE OF OL’KALOU DISTRICT IN
NYANDARUA COUNTY, KENYA

SR. PAULINE WAITITU

A Thesis Submitted to the Faculty of Education in Partial Fulfillment of the

Requirement for the Award of the Degree of Master of Education in the
Department of Psychology

THE CATHOLIC UNIVERSITY OF EASTERN AFRICA

2013
 DECLARATION

This thesis is my original work and has not been presented in any other college or university for

the award of a degree. Information obtained from other sources has been properly acknowledged.

Sr. Pauline Waititu Sign ___________________________

Reg. No. 1018715

Date ___________________________

This thesis has been submitted with our approval as the University Supervisors

Prof. Araya Belainesh Sign ___________________________

Head of Psychology Department

The Catholic University of Eastern Africa Date ___________________________

Dr. Peter Aloka Sign ___________________________

Psychology Department

The Catholic University of Eastern Africa Date ___________________________

i
 DEDICATION

To the young lives living with physical disabilities in Olkalou Rehabilitation Centre. And to both

teaching and non teaching staff who tremendously contribute in renewing their lives.

With your simple lives you speak to my heart in a mighty way.

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 ACKNOWLEDGEMENT
First, I thank the Almighty God, the source of all wisdom and knowledge, who has accompanied
me throughout the course of my studies. I thank him for giving me good health and strength this
far.
Secondly, my heart-felt gratitude to my Religious Family; Little Daughters of St. Joseph, for
giving me this opportunity to study and for financing my studies. Words lack to express my
gratitude to my superiors. May God bless you all. Special thanks to my Local Superior, Sr.
Stefana and the members of my wonderful Community, Olkalou. You always looked forward to
seeing me back during my short breaks; this gave me the reason to smile and courage to soldier
on even under pressure. God reward each one of you.
I wish to thank my supervisors, Prof. Araya and Dr. Aloka for their constructive criticism,
guidance and encouragement during the designing and completion of this thesis. It is through
your scholarly advice that this work has taken shape. Special thanks to Dr. Aloka for your
selfless giving and availability. May your rivers of knowledge forever flow.
I wish to thank my sisters in Karen Community where I have found a home and a family during
my time of study. God bless you all for your loving kindness and support. Special and sincere
thanks to my fellow student-sisters, Srs. Angelica, Veronicah, Esther and Mary for being close
companions during my college days. Thank you for sharing my joys and tribulations. May God
accord you the same.
I am indebted to Sr. Ann Macharia, who has shared every step with me with love and concern.
Thanks for being generous to me with the gifts that God has bestowed on you. God bless you.
Mrs Pauline Kariuki, my companion in class, thanks for what you have been to me. Your
laughter and joy made my days. God bless you and your family.
Lastly, I extend my sincere gratitude to my family members for their prayers and continuous
encouragement. I felt your presence in a big way. You are a pillar of strength for me.
And to all my dear friends who have contributed in any way towards my achievement of a
Masters Degree in Psychology, may Almighty God bless and reward you.

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 ABSTRACT

This study aimed at investigating the psychosocial challenges faced by physically challenged

learners integrated in selected mainstream secondary schools. The study was done in selected

mainstream schools in Olkalou Central District in Nyandarua County, Kenya. The researcher

employed mixed method paradigm; both descriptive cross-sectional and naturalistic

phenomenology designs to collect the data. Probability and non probability sampling were

employed to select the sample; 22 teachers, 48 students and 10 support staff. Tools used to

collect data were questionnaires; for teachers and the students who were the key respondents,

and interview guide for teacher counselors and the support staff. Convergent model was used to

analyze and interpret the data. Quantitative data was analyzed using Statistical Package for

Social Sciences (SPSS) version 19.0 and presented using frequencies, means and percentages

while qualitative data was analyzed and categorized into themes and presented in form of

narratives and interview transcripts. The study found that learners with physical disabilities in

integrated schools suffer low self-esteem, however, they enjoy warm peer acceptance and both

teachers and the support staff relate indiscriminatively. It was also found that teachers with

special training education are very few in the mainstream schools and the need for disabled

friendly school environment was alarming. It recommended that the Government should provide

adequately educational services for persons with special needs and disabilities, strengthen

Educational Assessment and Resource Centers (EARCs) in the district levels, increase training

and in service of teachers who handle learners with special needs, and provide qualified teacher-

counselors in mainstream schools and rehabilitation centers. Parents need to be sensitized on

issues concerning disabilities and their key role in assisting them to maximize their abilities and

thus function at their best.

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 TABLE OF CONTENTS
Declaration .......................................................................................................................... i
Dedication ........................................................................................................................... ii
Acknowledgement .............................................................................................................. iii
Abstract ............................................................................................................................ iv
Table of content .................................................................................................................. v
List of tables ........................................................................................................................ viii
Acronym ............................................................................................................................ ix
CHAPTER ONE: INTRODUCTION
1.1 Background of the Problem ......................................................................................... 1
1.2 African Charter on Child’s Rights and Welfare ........................................................... 4
1.3 Kenyan Free Education System for All ........................................................................ 5
1.4 Statement of the Problem ............................................................................................. 6
1.5 Research Questions ...................................................................................................... 8
1.6 Significance of the Study ............................................................................................. 8
1.7 Scope and Delimitations of the Study.......................................................................... 9
1.8 Theoretical Framework ................................................................................................ 9
1.8.1 The Social Theory of Disability............................................................................ 9
1.8.2 Chickering Psychosocial Theory .......................................................................... 11
1.9 Conceptual Framework ................................................................................................. 13
1.10 Operational Definitions of Terms ............................................................................... 14

CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.1 Introduction .................................................................................................................. 17
2.2 Concept of Disability .................................................................................................... 17
2.2.1 The Nagi Concept ............................................................................................... 17
2.2.2 The International Classifications of Impairments ............................................... 18
2.3 General View of Physical Disability............................................................................. 19
2.3.1 Global View on Physical Disability.................................................................... 19
2.3.2 View of Disability by African Communities ...................................................... 21
2.4 African View on Integration of Physically Challenged Learners ................................. 22
2.5 Integration of Physically Handicapped Children .......................................................... 23
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2.6 Inclusive Education for Learners with Special Needs .................................................. 24
2.6.1 Challenges Faced by Inclusive Education Teachers ............................................ 27
2.7 Importance of Integration ............................................................................................. 28
2.8 Guidance and Counseling for Learners with Disabilities ............................................. 29
2.9 Review of Empirical Studies ........................................................................................ 30
2.9.1 Psychological Challenges ....................................................................................... 30
2.9.2 Sociological Challenges .......................................................................................... 34
2.9.3 In-school Related Barriers ...................................................................................... 38
2.9.4 Teachers Preparedness ............................................................................................ 39
2.10 Summary of Reviewed Literature and Research Gaps ............................................... 43

CHAPTER THREE: RESEARCH DESIGN AND METHODOLOGY

3.1 Introduction ................................................................................................................... 45
3.2 Research Design ......................................................................................................... 45
3.3 Target Population ......................................................................................................... 47
3.4 The Study Area ............................................................................................................. 48
3.5 Description of Sample and Sampling Procedures........................................................ 49
3.5.1 Sample Size ........................................................................................................ 49
3.5.2 Sampling Procedure ........................................................................................... 50
3.6 Description of Data Collection Instruments ............................................................... 52
3.6.1 Questionnaires for learner and teachers ............................................................. 52
3.6.2 Interview Guide for Teacher-Counselors and Support Staff .............................. 53
3.6.3 Observational Guide .......................................................................................... 54
3.7 Validity and Reliability of Research Instruments ........................................................ 55
3.7.1Validity and Reliability of Quantitative Data ....................................................... 55
3.7.2 Trustworthiness of qualitative Data ................................................................... 57
3.8 Data Collection Procedure ............................................................................................ 58
3.9 Data Analysis Procedure ............................................................................................... 58
3.10 Ethical Observations .................................................................................................. 60
CHAPTER FOUR
PRESENTATION, INTERPRETATION AND DISCUSSION OF THE FINDINGS

4.1 Introduction ................................................................................................................... 61

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4.2 Return Rate of Instruments ........................................................................................... 61
4.3 Demographic characteristics of teacher participants .................................................... 62
4.4 Psychological Challenges Facing Learners with Physical Disabilities......................... 65
4.4.1 Teachers’ Knowledge ......................................................................................... 65
4.4.2 Learners’ Perspective ......................................................................................... 66
4.4.3 Qualitative Analysis on Teacher-counselors and Support staff .......................... 69
4.5 Quantitative Results on Sociological Challenges Facing ............................................ 72
4.5.1 Teachers’ Perspective ......................................................................................... 72
4.5.2 Learners’ Perspective ......................................................................................... 75
4.5.3 Qualitative Results of Teacher-counselors and Support staff ............................ 76
4.6 In-school Related Factors ............................................................................................. 79
4.6.1 Teachers’ Perspective ......................................................................................... 79
4.6.2 Learners’ Perspective.......................................................................................... 81
4.6.3 Qualitative Results from Teacher-counselors and Support staff ....................... 83
4.7 Quantitative Results on Teacher- related Factors ......................................................... 85
4.7.1 Teachers’ Perspective ........................................................................................ 85
4.7.2 Learners’ Perspective......................................................................................... 88
4.7.3 Qualitative Results Teacher-counselor and Support staff .................................. 89

CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS OF THE STUDY
5.1 Introduction ................................................................................................................... 91
5.2 Summary ....................................................................................................................... 91
5.3 Main Findings ............................................................................................................... 92
5.4 Conclusions of the Study .............................................................................................. 93
5.5 Recommendations of the Study .................................................................................... 95
5.6 Suggestions for Further Research ................................................................................. 96

REFERENCES.................................................................................................................. 97

APPENDICES
Appendix I: Questionnaire for Students .................................................................... 105

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Appendix II: Questionnaire for Teachers .................................................................... 108
Appendix III: Interview Guide for teacher counselors .................................................. 111
Appendix 1V: Interview Guide for Support Staff........................................................... 112
Appendix V: Observation Guide .................................................................................. 113

LIST OF TABLES
Table 1 Sample Frame for Respondents ................................................................ 51
Table 2 Students Sampling Frame ........................................................................ 52
Table 4.1 Demographic Information of Teacher participants .................................. 62
Table 4.2 Demographic Information for Learners participants ............................... 64
Table 4.3 Results of Teachers Perception on Psychological Challenges................. 65
Table 4.4 Results of self-esteem of learners with physical disabilities ................... 66
Table 4.5 Results on Psychological challenges facing LWPD ................................ 68
Table 4.6 Results on Teachers’ Perception on Sociological Challenges ................. 73
Table 4.7 Regression Analysis of Teaching Experience ......................................... 74
Table 4.8 Results on Sociological challenges facing LWPD .................................. 75
Table 4.9 Quantitative Results of Teachers’ View .................................................. 80
Table 4.10 Quantitative Results on Learners’ Responses .......................................... 82
Table 4.11 Results on Teachers’ Related factors ....................................................... 86
Table 4.12 Quantitative Results on Learners’ Response ........................................... 88

LIST OF FIGURES
Figure 1: Conceptual Framework ............................................................................ 15
Figure 2: Convergent Model .................................................................................... 46

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 ACRONYMS

APDK Association of the Physically Disabled in Kenya

CRC Convention on the rights of the child

DEO District Education Officer

EFA Education For All

FPE Free Primary Education

KESSP Kenya Education Sector Support Program

KISE Kenya Institute of Special Education

LWPD Learners with Physical Disabilities

MDG Millennium Development Goals

MOEST Ministry Of Education Science and Technology

SNE Special Needs Education

SPSS Statistical Package for Social Sciences

UNCRPWD United Nations Convention of Rights of Persons with Disability

UNESCO United Nations Educational Scientific and Cultural Organization

WHO World Health Organization

ICIDH International Classifications of Impairments, Disabilities and Handicaps

INDS Integrated National Disability Strategy

ix
 CHAPTER ONE

INTRODUCTION
1.1 Background of the Problem
Education is a prerequisite to national development in every country. It is an indispensable

means of unlocking and protecting human rights since it provides the environment required for

securing good health, liberty, security, economic well-being and participation in social and

political activities, (UNESCO, 2003). Good performance in education, training and research

sectors immensely contribute to any country’s national development. However, persons with

disabilities have immense difficulties exercising the right to education. This situation exists

despite the fact that Government policy documents have over time emphasized the centrality of

education as a mechanism for poverty eradication and development (National Poverty

Eradication Plan, 1999-2015). Education is an important facilitator for development, personal

growth and poverty eradication, regardless of barriers of any kind, including disability. Access to

education is the most fundamental aspect of the right to education. It is not enough to say that

everyone has the right to education without putting in place mechanisms to ensure and facilitate

access, (MoE, 2012). Facilitating access to education for persons with disabilities entails the

removal of policy, legislative and administrative obstacles and their replacement with positive

measures in line with various international human rights instruments providing for or advising

equal access to education for persons with disabilities, (The Universal Declaration for Human

Rights, Art.3).

The genesis of this study is as a result of a number of complaints aired through electronic and

print media by parents and organizations for children with disabilities alleging violations of the

right to education for children with disabilities, Task Force on Special Needs Education, (2003).

The complaints alleged that: some children with disabilities were denied admission to regular

10
schools; other children had been expelled or rather forced out of regular schools, apparently

because their disabilities impacted negatively on the academic or extra-curricular

competitiveness of the particular schools, and lastly the Government had declined to fund some

special schools started by parents of children with disabilities, (Sessional Paper No. 1 of 2005).

According to the Salamanca statement (1994) every child has a right to be educated in an

inclusive setting without discrimination. Sessional Paper No. 1. (2005) emphasizes inclusive

education as one of the key strategies for facilitating access to education for children with

disabilities. Similarly, the Task Force on Special Needs Education, (2003) recommended

inclusive education as a key strategy for expanding access to education for children with

disabilities. Broadly, this study reviewed literature regarding the implementation of inclusive

education for children with disabilities in Kenya. First, inclusive education clearly has benefits

especially regarding the social integration of children with disabilities, their development and in

removing stigma associated with disability. However, for inclusive education to yield positive

results, a number of steps have to be put in place by the Government and other stakeholders.

Indeed, the Government had not done enough to facilitate inclusive education; and the effect of

this portrays inclusive education as an impracticable and ill-understood theory (Kenya National

Commission on Human Rights 2007).

In Kenya, according to the Disability Standards of Education (2005), education opportunities for

learners with special needs and disabilities are a major challenge to the education sector. The

national education system has been characterized by inadequate facilities that respond to the

challenges faced by learners with special needs and disabilities. The Disability Standards of

Education rules, supports equalization of opportunities. It not only affirms the equal rights of

11
children, youth and adults with handicaps to education but also states that education should be

provided, ‘in integrated school settings,’ and ‘in the general school setting’. Echoing the same

Ndinda (2005) argues that there is need to link inclusive education with wide community-based

programs for persons with special needs and disabilities

Education plays an important role in addressing the issues that impede the education of children

with special needs in Kenya. The overall goal of the Ministry of Education is to provide equal

access to education to all learners irrespective of their physical or mental state in pursuit of the

Government’s commitment to achieving Education for All (EFA) by 2015. Significant gains

have been realized in the provision of education to children with special needs over the past six

years. Among the major milestones in special needs education are the Disability Act 2003, the

Report of the Taskforce on Special Needs Education appraisal exercise of 2003, increased

funding to Special Needs Education, (SNE) and increased support to teacher training for SNE at

KISE, (MOE, 2009).

People with disabilities (PWD) make up 10% of the total population of Kenya, approximately

3.5 million people (WHO, 2006). They are the most disadvantaged and marginalized groups and

experience discrimination at all levels of society. A complex web of economic and social issues

including gender inequality, create barriers within mainstream education, social and economic

life to learners with special needs and disabilities. Therefore a disproportionate number of

children and adult with special needs are unable to access quality education and are illiterate,

Ministry of Education (MOE, 2009).

According to the Kenyan Constitution promulgated on 27th August 2010, persons with

disabilities are entitled to enjoy all the rights and fundamental freedom set out in the Bill of

Rights. They have the right to access education, institutions and facilities for persons with

12
disabilities that are as integrated into society as a whole as is compatible with the interests of

those persons, (art. 430). The Persons with Disabilities Act, (No. 14), of 2003 provides for the

rights and rehabilitation of persons with disabilities and the establishment of the National

Council for Persons with Disabilities, (NCPD). Section 18 of the Persons with Disabilities Act

makes a broad statement on the rights of persons with disabilities relating to education. It forbids

discrimination of children with disabilities in access to education by virtue of their disability. It

requires learning institutions to take into consideration the special needs of persons with

disabilities with respect to entry requirements, pass marks, curricula, examinations, school

facilities and class scheduling, among others. Besides this requirement to learning institutions,

the Act provides for the establishment of special schools (The Persons with Disabilities Act

2003).

1.2 African Charter on The Rights and Welfare of The Child

The African Charter on the Rights and Welfare of the Child, met in Addis Ababa from 21st to

23rd March 2012, and discussed child rights issues, on the theme “The Rights of Children with

Disabilities: The Duty to Protect, Respect, Promote and Fulfill”. It recognized that children with

disabilities face multiple forms of vulnerability and therefore felt that their plight cannot be

allowed to continue. Statistics presented showed that in any given country, at least 1 person in 10

has a physical, mental or sensory impairment; at least 25% of any population is adversely

affected by the presence of disability; and half a million children go blind every year, most of

whom live in the developing world. This called for urgent action for children with disabilities, on

the part of policy makers and service providers. It strongly recalled Africa countries to rise up

and stop the different forms of violations of rights that children with disabilities face. This

requires enough political will and commitment from both government and the civil society.

13
Ensured that all African Union Communiqués on children should be holistic and include children

with disabilities. Reviewed of the AU Social Protection framework to ensure adequate social

protection for children with disabilities. Urgently called for need to revamp and operationalise

the African Rehabilitation Institute (ARI).

1.3 Kenyan Free Education for All

In Kenya free education system is considered a basic right and a basic need for every child. Over

the past years special education was provided to special children in special schools and special

units attached to regular schools. Unfortunately these special schools acted as forms of

segregation of physically handicapped children from the rest of the society. Emily and Kipruto

(2012), observes that this isolation impacted negatively on the learner’s self-concept as well as

social interaction in the society.

In the year 2002, the government of Kenya introduced free primary education for all children in

the country. However, despite of this giant move in the education sector, the physically

handicapped learners continued to be marginalized. This is evidently seen when parents continue

to insist impaired children to remain in special schools or abandon them at home with no access

to education. The overall problem emanates from ignorance, or lack of understanding on how

integration can benefit physically challenged learners by boosting their self-concept and social

interaction in the society (Emily & Kipruto 2012). A country-wide disability awareness

campaign can help change people’s attitude towards disability. It can help parents understand the

importance of integration. Increased collaboration and networking between government and non-

governmental organizations working with SNE programs should be encouraged.

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1.4 Statement of the problem

According Kenya National Survey for Persons with Disabilities (2008), the prevalence of

disability in Kenya is 4.6 %. Out of this 1.6% have physical disabilities. 67% of PWDs attain a

primary level of education and only a small proportion attains secondary level (19%). Very few

reach university (2%). Approximately 7% of PWDs are denied enrolment in school because of

their disability, 6% of PWDs drop out of school because of their disabilities, 9% because of

illness and 9% because of lack of interest. Physical impairment is highest in central 39 %. From

the studies previously done little literature is available in Kenya showing why learners with

physical disability resist integration or drop out from mainstream schools as depicted by Kenya

National Survey of Persons with Disabilities regarding learners living with physical disabilities

integrated in the mainstream schools.

After Kenya’s independence in 1963 the policy for the disabled persons changed with the

establishment of rehabilitation training programs. The focus was on training prevention and

rehabilitation of the disabled. Emphasis was placed on the rights of the disabled to become full-

fledged members in the society and to remove the barriers to participation (Kiragu, 2006). This

ushered in a new phase of integration and inclusion based on equality and education for all,

(Konza, 2008). The present education policy for integration of the disabled children is the result

of development in disability over the last 40 years (MoE, 2003). It reflects the general living

conditions and social-economic policies of different times.

A number of studies pertaining inclusive education and integration of learners with special

needs have been done. Ndinda (2005) analyzed the causes of marginalization in integration of

physically challenged students in Machakos District. He observed that the main factors are poor

teacher preparation to handle students with special needs, rigid curriculum that doesn’t

15
accommodate the needs of all the learners, as well as unfriendly environment for the physically

handicapped learners. Konza (2008) did a study on social-cultural factors affecting inclusion of

students with disabilities in new times. In his findings he pointed the major challenges were;

inadequate teacher training, large class sizes, insufficient resources and low teacher efficacy.

Konza recommends proper training for teachers, reduced teacher-student ratio and sensitization

of teachers\parents\students on inclusion. Mutisya (2004), made findings on factors influencing

inclusion of learners with special needs. Muigai (2012), in her study done in Rachuonyo

District, Nyanza Province, regarding challenges facing inclusion of learners with disabilities in

regular primary schools, observes that discrimination and isolation impede education of learners

with disabilities.

The afore mentioned studies; Konza (2008), Mutisya (2004), Ndinda (2005) and Muigai (2012)

present scanty information on challenges facing learners with physical disabilities in their

schools context. Mutisya (2004) observes that learners with physical disabilities integrated into

mainstream schools resist integration, drop out of school or regress in performance; however, she

doesn’t investigate the causes of this behavior. It is in this line that the researcher of this study

investigated psychosocial challenges facing learners with physical disabilities integrated in

selected secondary schools in Nyandarua County. It employed mixed method paradigm for

comprehensive data collection and the learners with physical disabilities are key respondents

unlike the earlier mentioned studies.

16
1.5 Research Questions

This study was guided by the following research questions:

1. What are the psychological challenges facing integrated learners with physical

disabilities (LWPD) in the selected mainstream secondary schools in Olkalou District in

Nyandarua County, Kenya?

2. What are the sociological factors affecting integrated LWPD in the selected

mainstream secondary schools in Olkalou District in Nyandarua County, Kenya?

3. Which are the in-school related barriers faced by integrated LWPD in the selected

mainstream secondary schools in Olkalou District in Nyandarua County, Kenya?

4. How are teachers prepared to handle integrated LWPD in the selected mainstream

secondary schools in Olkalou District in Nyandarua County, Kenya?

1.6 Significance of the Study

This study has a potential contribution in the field of education. First, the findings give insights

to Olkalou rehabilitation centre on better preparation for learners with disabilities to be

integrated in mainstream schools. Secondly, it will be used to enhance inclusive education in

mainstream secondary schools. It could also help to sensitize schools and communities in order

to eliminate negative attitudes towards inclusion, hence reduce stigmatization of learners living

with disabilities. The findings reveal various important aspects related to teachers’ preparation

for inclusive education during the training. Moreover, it is an encouragement to mainstream

schools and other educational stakeholders to source for funds in order to equip schools with

appropriate disabled-free environment, human and physical resources to enhance integration of

the physically handicapped learners in the area of study. Finally, it adds value to the existing

17
pool of knowledge, on appropriate and effective environmental adaptations needed in order to

enhance integration in secondary schools.

1.7 Scope and Delimitation of the Study

The area of disability is very broad; this study is limited to learners living with physical

disability in selected mainstream secondary schools. With physically challenged learners the

researcher refers to learners who are impaired, a condition that limits and restricts their mobility

and ability to perform activities in a way that is considered normal for human beings. This study

is limited to the physically challenged learners in selected mainstream schools in Ol’kalou

Central District, Nyandarua County. The study focuses only on LWPD who have gone through

rehabilitation in Olkalou Rehabilitation Centre and later integrated into mainstream secondary

schools. The study is confined to LWPD in Form 1 to 1V. The respondents are LWPD, teachers

and support staff in the selected mainstream schools. The researcher confines herself within

years 2010-2013; this is because it is easier to locate the students in their current schools.

1.8 Theoretical Framework

This study is informed by two theories, namely Social theory of disability and Chickering

psychosocial developmental theory.

1.8.1 The Social Theory of Disability

The main proponent of social model theory is the Union of the Physically Impaired against

Segregation in 1987 (Carson 2009). This theory of disability is an approach to disability that sees

the problems disabled people face as a result of society’s barriers rather than the person’s

medical conditions. It recognizes the solution as to rid off the barriers created by the society,

rather than relying on curing all people who have impairments, which in most cases is not

possible, (Paul & Hunt, 1996 cited in Ndinda, 2005). The duo argued that because people with

18
impairments are viewed as “unfortunate, useless, different, oppressed and sick”, they posed

direct challenge to the commonly held western values. According to Paul and Hunt, they were

viewed as “unfortunate” because they are unable to “enjoy” material and social benefits of

modern society, as “useless” because they are considered unable to contribute to the economic

good of the community and marked as “minority group” members because, they are perceived as

“abnormal” and “different” (Ndinda 2005).

The social model of disability encourages the society to view the issue of including the Persons

with Disability (PWD) from a human right and equality perspective rather than focus on their

disability (Paul & Hunt 1996 cited in Ndinda 2005). The model views barriers that prevent PWD

from participating in any situation as handicapping them. They are made to feel that it is their

own fault that they are different. According to Smith, Palloway Patton & Dowdy (2001), the cure

to the problem of disability lies in the restructuring of the society and not focusing on the

individual impairment.

This study sees the social model theory in favor of inclusive education. In an inclusive setting, it

is the school’s responsibility to re-adjust to meet the learners’ needs but not the learner to adjust

to meet the requirements. It is well understood that children with disability experience

difficulties in the education system, poor performance and dropping out of school, this could be

due to extensive, demanding, rigid and inflexible curriculum (Ndinda, 2005). However,

disability-unfriendly school environment and lack of adequate facilities can also be the cause of

low performance. Inclusive education discourages the view that the learners face such problems

due to their impairment. An enabling and supportive environment for physically handicapped

children would minimize psychological and sociological problems the learner may face in the

learning institutions. This is because social model theory of disability first sees the strength of

19
the learner rather than the disability unlike the society’s view (Paul & Hunt cited in Ndinda,

2005). It focuses on the inclusion of all learners into the mainstream education system however

severe the disability or handicapped one may be.

In this study, the researcher used the social model theory of disability as it favors the idea of

inclusive education and encourages the removal of barriers that hinder physically challenged

learners from accessing quality basic education. Therefore, in this study, the social theory of

disability is used to explain disablement of physically disabled children in Kenya as arising from the

negative traditional beliefs and attitudes towards them by the society and the failure by the society

and education institutions to provide support services and adapted environment for them to lead

normal lives. Apart from the social model theory, the study was also informed by the Chickering

psychosocial Development Theory.

1.8.2 Chickering Psychosocial Development Theory

Chickering psychosocial development theory is based on Erikson’s theory on establishment of an

“identity” as the dominant developmental task, Chickering (1969, 1993 as cited in Leigh 2002).

Studies have shown that changes occur as students’ progress through their school life, (Brown,

1972; Winston and Miller, 1987 as cited in Leigh 2002). Not only does change occur in the

students’ academic and social development, but also in their psychosocial development.

Chickering’s theory of psychosocial development (1969, 1993), claims that it is essential for

students to go through seven vectors of development in order to establish a self-identity. In

Chickering’s theory of psychosocial development, “vectors” instead of “stages” are used because

there is no set time line for students to be at particular points at particular times. Although one

would expect students to move forward sequentially, it is possible for a student to skip to a

higher vector before developing a lower vector. At the same time, a student can just as well

20
regress to any preceding vector if he fails to successfully complete the task of a current vector

(Leigh, 2002).

Chickering theory states that there are seven vectors in the development of a student, these are:

(1) developing competence; (2) managing emotions; (3) moving through autonomy toward

interdependence; (4) developing mature interpersonal relationships; (5) establishing identity; (6)

developing purpose; (7) and developing integrity (Chickering 1969, 1993) as cited in Leigh

(2002). In order for institutions to encourage developmental change in students, they need to first

retain the students. In an influential model of student departure, Tinto (1993) as cited by Melinda

(2008) asserted that for students to successfully matriculate in school/ college, they must first

leave their family, friends, and community fully behind in order to interact with the new

institutional setting. Tinto posits that students are more likely to remain enrolled in an institution

if they become connected to the social and academic life of that institution. Students who

become integrated into an institution by developing connections to individuals, participating in

clubs, or engaging in academic activities, are more likely to persist than those who remain on the

periphery. Preventing this integration process may be incongruence, or a lack of institutional fit.

Students who do not feel at home in an institution or do not believe that an institution can help

them meet their goals are unlikely to persist. Likewise, students who are isolated, or who do not

engage in social interactions within the college, are less likely to persist in the institution. Both

incongruence and isolation inhibit the integration process, thereby inhibiting persistence

(Melinda, Kathleen, & Lauren, 2008). In Tinto’s student interactional model, both academic and

social integration are essential for student persistence at four-year residential in schools/colleges.

21
Chickering’s theory of psychosocial development, informs this study in that it explains the

psychosocial development of a student in the school environment. For the purpose of this study

the researcher uses the theory to make findings on the psychosocial challenges facing impaired

students integrated in mainstream schools. The theory offers a way of mapping how students

change over the course of their academic life by focusing on different aspects of the

developmental process. This study falls more on Chikering psychosocial development theory.

1.9 Conceptual Framework

According to Orodho (2009), a conceptual framework is a model of presentation where the

researcher presents a relationship between variables in the study. If the students’ integration into

an institution has a positive influence on the students’ growth psychologically, academically and

socially, then one can logically conclude that students who are better integrated will have a better

sense of self, in both the present and in the future (Pike, 2000). Following the same logic, it can

also be held that students who integrate more fully into the education institution will become

more developed psychosocially than students who are less integrated.

In real life situation, physically challenged children find it very hard to fit into the world of non-

disabled people (Konza, 2002). The degree of psychosocial development depends on severity of

disability, age of its onset, the degree of visibility, emotional support and encouragement the

child gets from parents and other significant figures. The attitude of people towards the child’s

social status with his/her peers and the functionality of the affected body part can also affect the

child’s psychological development (Sitienei & Mulambula, 2012). Physically challenged

children may react negatively to their disabilities and hence develop poor self-concept.

According to UNESCO (1995) this reaction may be demonstrated in various ways such as: low

self-esteem, poor self-concept and self-acceptance, arrogance, rebellion, self-pity and

22
excessively seeking attention and care. The extent to which one can adjust to psychosocial

development depends on significance of disability, value of self- perception in relation to the rest

of the world and acceptance by the society, in this study, the schools where these learners are

integrated Kauffman (1993) cited in Sitienei & Mulambula ( 2012).

Figure 1 shows a conceptual framework of how psychological and sociological factors

interrelate in influencing the integration of learners in mainstream schools. Learning

environment like support devices, classroom facilities, toilets, and teacher preparedness are

interrelated psychosocial attributes that come into play for smooth integration. Psychological

attributes include self-esteem, self-acceptance, attitude and perception whereas sociological

attributes include relations with the peers, teachers, care takers and relations among themselves

(Kitty, 2011). These factors can influence integration either negatively or positively. If

intervention is done to remove the psychosocial barriers there is possibility that integration will

be easily embraced and the learners with physical disability will be easily assimilated into the

schools as well as in the society (Mutisya, 2004). She recommends inclusive learning and says

doors should be opened to accept physically handicapped learners and the receiving communities

should be prepared psychologically, strengthen peer acceptance and the environment should be

accommodative for successful integration. Figure 1, presents a diagram of the conceptual

framework which combines both the social model of disability and Chickering theory of

psychosocial development. The rationale is, while Chickering suggests the psychosocial

developmental stages of a student, the social theory of disability argues that disability is a social

construct, thus the two intertwine for smooth integration of LWPD in mainstream schools. It was

hypothesized that learners who are integrated into schools socially; in relationship with both

teachers and peers, possess advanced psychosocial development.

23
 Fig1.Conceptual Framework Illustrating Psychosocial Factors Affecting Integrated LWPD

Independent variables Independent variables

Sociological factors
Psychological factors
-Peer relations
-Self-esteem
-Teacher/LWD
-Self-concept
Dependent variables relations
-Peers’ attitude
-LWD relations
-Teachers’ perception
Inclusive education
-Learners attitude
-Integration

-Improved performance

-Improved self-esteem

- Low drop out

Teachers’ preparedness -Friendly environment

Learning barriers
-Competence
-Accessibility
-Perception
-Environmental adaptation
-Guidance/counseling
-Co-curricular adaptation
-Attitude & efficacy
Learners with disabilities - Classroom friendly
-Curriculum adaptation
- Functional integration -Instructional materials
- Social integration

-Grow up in home environment

-Participation in the schools

Adopted from Mutisya (2004)
-Self- actualization

24
1.10 Operational Definition of Key Terms

Disability - any restriction or lack (resulting from an impairment) of ability to perform an

activity in the manner or within the range considered normal for a human being.

Handicap - the loss or limitation of opportunities to take part in the life of the person with a

disability and shortcomings in the environment and in many organized activities in the society.

Inclusive Education- a practice whereby disabled children and non-disabled children learn

together in ordinary mainstream school provisions with appropriate networks and support service

Integration- the term used to define the process of bringing children with disabilities into a

mainstream school.

Psychosocial Challenges – psychological and sociological attributes that pose as challenges to

people living with physical disabilities.

Orthopedic appliances - artificial mobility aids that assist disabled people to restore their

functioning like wheelchairs, crutches, calipers, artificial limbs etc.

Physically disabled learner - Students with disabilities which limits their body functioning as a

result of congenital or accidents.

Special School - a school that is not ordinary but for learners with special needs.

Special education - An enriched form of general education aimed at enhancing the quality of

lives of those who labor under a variety of handicapping conditions.

Rehabilitation – a process aimed at enabling people with disabilities to reach and maintain their
optimal, physical, sensory, intellectual and social functioning.

Teacher preparedness - the teachers’ capabilities to bring about desired outcomes of student
engagement and learning.
Environmental adaptations – are attractions done to the physical environment in order to allow
accessibility, mobility and orientation of the physically handicapped learner.

25
 CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction

This chapter has three main parts. The first part has the review of related literature which

includes the concept of disability according to two schools of thought, review of related

literature: globally, regionally and locally is in the second part. The third part has empirical

studies from various studies according to the objectives of the study, designs used and the

findings, it identifies the research gaps in the studies already done. In this study the word

disability is used interchangeably with physically handicapped or challenged which is

recommended and friendlier.

2.2 The Concept of Disability

There are two major schools of thought that attempt to define disability and its related concepts.

These are: Saad Nagi (1991) in his Disablement theory and The International Classifications of

Impairments, Disabilities and Handicaps (ICIDH) (WHO, 2011). The two concepts of disability

expressed by Nagi and the ICIDH can serve as the bases of the operational term, disability.

2.2.1 The Nagi Concept of Disability

Nagi (1991) and the ICDH (2001) cited in WHO (2011 ) concepts of disability agree that overall

disablement represents a series of related concepts which describe the consequences or impact of

a health condition on a person’s body, activities, and on the wider participation of that person in

the society. Nagi (1991) defines disability as the expression of physical or mental limitation in a

social context. This definition specifically views the concept of disability as representing the gap

between a person’s capabilities and the demands created by the social and physical

environments. Nagi sees disability as a limitation in performing socially defined roles and tasks

expected of an individual within a social-cultural and physical environment. To him, these roles

26
and tasks are organized spheres of life activities like that of the family or other interpersonal

relations such as work, employment and other economic pursuits, education, recreation and self

care. He noted that there are a number of factors that contribute to the shaping dimension and

severity of disabilities. In defining disability he talks of other related concepts such as

impairment and functional limitations. He defines impairment as the loss of, or the abnormality

at the tissue, organ, and body system level. These impairments represent a functional limitation

that restricts the basic performance of the person.

Nagi argues that a physical disability involves a continuing physically disabling condition or

other health impairment which requires an adaptation to the students' school environment or

curriculum. Learners with these disabilities often rely upon assertive devices such as

wheelchairs, crutches, canes, and artificial limbs to obtain mobility. The physical disability may

either be congenital or a result of injury, muscular dystrophy, multiple sclerosis, cerebral palsy,

amputation, heart disease, pulmonary disease or more, Nagi (1991) cited in WHO (2011). Other

disabilities include pulmonary disease, respiratory disorders, epilepsy and other limiting

conditions. Traditional forms of rehabilitation aim to `normalize' disabled people, thus, for

example, sometimes favoring time-consuming and painful walking or use of wheelchair (Baker,

2002). A physical disability could include, but is not limited to, visual, auditory, mobility,

speaking or manipulation problems.

2.2.2 The International Classifications of Impairments, Disabilities and Handicaps

The ICIDH, (WHO, 2011), describes disability as a term that summarizes different functional

limitations occurring in any population in any country of the world. People may be disabled by

physical, intellectual or sensory impairment, medical condition or mental illness. Such

impairments, conditions or illnesses may be permanent or transitory in nature. The ICIDH first

27
component of disability is impairment, which is defined as any loss or abnormality of

psychological or anatomical structure of function (WHO 2011). These impairments represent a

functional limitation that restricts the person’s performance. The World Health Organization

(2011) defines disability as: “Any restriction or lack of ability to perform an activity in the

manner or within the range considered normal for a human being”. It defines the term

“handicap” as the loss or limitation of opportunities to take part in the life of the person with a

disability and shortcomings in the environment and in many organized activities in the society,

for example information, communication and education, which prevent persons with disabilities

from participating on equal terms.

Societies develop their characteristic patterns of responding to disability, depending on the way

disability is understood and their resources accordingly identified. Historical and cultural

contexts, to a large extent, determine the criteria for normality and the definition of an ideal or

acceptable person. Historical events, sacred texts and social institutions, all contribute to the

social construction of disablement (Aristotle 1260 cited in Vehmas 2004).

2.3 General View on Physical Disability

2.3.1 Global View

The provision of education to children is a challenge for all countries. Establishing and

maintaining a quality educational system requires not only well-trained and motivated teachers

and administrators, but also large infusions of money to keep the system up-to-date and relevant

to the rapidly changing societies and economies. The emergence of the global economy has

made the need for quality and effectiveness even more essential. As a result, education programs

and policies now rank high on governments’ agendas (Konza, 2008).

28
Educating learners with disabilities is a modern-day challenge for the people of USA. Only a

small proportion (e.g. from 1% to 10%) of the learners with special needs have ready access to

schooling, and those who do typically must attend a special schools. Almost none of these

learners now have the opportunity to attend a regular community school with their non-disabled

peers. In non-urban areas the situation is even worse (Sessional Paper No. 6 on Inclusion and

Disability, 2001). Inclusive educational practices are being endorsed internationally.

The UNESCO sponsored 'Education for All' (EFA) initiative states that all children, including

those with disabilities and other special needs, are entitled to equity of education opportunity.

UNESCO has also determined that inclusion is the preferred approach to providing schooling for

students with special needs. It is widely accepted that the conditions required to allow for

successful inclusion are also those that contribute to overall school improvement and high levels

of achievement for all children (UNESCO, 1999).

In India and other Asian societies, the concept of karma governs basic assumptions about

disability, where disability is seen as the result of one’s deeds in previous births (Ghai 2001,

Karna 2001 cited in Ashima & Ruth, 2009). Braithwaite, Carroll, Mont, and Peffley (2008) have

explored the cultural modeling of disability which has impacted societal attitudes. The

association of bad deeds with sufferings such as disability together with ignorance on issues

related to disability resulted in stigma and discrimination of individuals with disabilities. These

negative attitudes have perpetuated societal disabling and resulted in marginalization and denial

of equal opportunities in social and development spheres. The Convention on the Rights of

Persons with Disabilities (CRPD) has great relevance in India to help overcome cultural attitudes

such as disability being one’s fate and invest concerted efforts to provide equal opportunities for

education to learners with disabilities ( Ashima & Ashima, 2009).

29
There are discrepancies related to education of children with disabilities in India. Ghosh (2005)

reported only 3 to 4 percent of children with special needs had access to education with or

without support services. He deduced that only 1 percent of children with disabilities in the 5-15

age groups had access to education. A recent World Bank Report (2007) highlighted that 38 per

cent of the children with disabilities in the age group 6-13 years are out of school. Irrespective of

the estimate, in India, the fact remains that a majority of children with disabilities do not have

access to education.

2.3.2 View of Disability by African Communities

For many years disability was a key reason for the exclusion of learners from mainstream

schooling in many African communities. Learners who were disabled were separated from other

children and were sent to special schools, often far away from their homes. Since the beginning

of 20th century, there is a new way of understanding disability. This new way looks at obstacles

that society creates around people with disabilities. The new policies try to include rather than

exclude people with disabilities. The new challenge for those involved in education is to face the

differences in the schools and remove the obstacles learners with disabilities face in the

mainstream school (Mcheka, 2008).

Nuer, a community in Nigeria, viewed the physically handicapped children as undergoing

punishment by gods due to disobedience of the individual or on the part of the parents. Due to

fear of the unknown, the society either abandoned or killed the physically challenged children,

(Konza, 2008). Among the Ashanti of Ghana such children were anticipated as bringing bad

omen to the community and were killed upon birth (Konza, 2008). The Chagga of Tanzania

perceived physically challenged children as possessed by the evil spirits, thus care was taken not

30
to harm them since they believed they were protecting their community. They offered communal

attention to such children.

Among the Kenyan communities the story was not very different; the Wanga of Luhya viewed

the physically challenged children as a blessing (Thomas, 2003). They believed a rich man

couldn’t sustain his wealth unless he had a physically challenged child. It was their responsibility

to make them happy so that the richness of their community could increase (Kakui, 2003).The

Meru people viewed them as an embarrassment to the community, consequently after birth they

were taken to the forest and left there to wait for their fate.

2.4 African View on Integration of Physically Challenged Learners

A study carried out by Gabel (2005), suggests that societal perception and treatment of all the

physically handicapped children is neither homogeneous nor static. This statement infers that the

attitudes towards the physically challenged persons differ across the cultures and change from

time to time. Variations in the treatment of the physically challenged are manifested in all parts

of the world including Africa. Some communities treated them positively while others treated

them negatively. The African traditional societies have a variety of views and responses towards

the physically handicapped.

In 1997, the government of South Africa published a key policy dealing with disability,

Integrated National Disability Strategy (INDS). It explains how disability is an issue that affects

all government departments. The INDS comments on the system in which education was

provided in the past for learners with disabilities, mainly in special schools that were disability

specific. This situation resulted in about 70% of children with disabilities of school age being out

of school. The INDS outlines the principles according to which education should now be

provided to learners with disabilities. All South Africans, regardless of ability, should have the

31
widest possible educational opportunities. Learners should receive education and training in as

normal environment as possible, and they must be provided with the resources needed to reach

their highest potential. According to the Department of Education’s White Paper 6( 2005),

depending on the needs of the child, a child with a disability could be placed in either of the

following settings:

• Mainstream schools – Learners who need little support will be accepted at mainstream

schools where teachers will have improved skills to respond to individual learner needs.

• Full service schools – Learners who need more support will attend designated full service

schools with their peers. These full service schools will mainly be primary and secondary

schools that have been selected and equipped with staff trained to address barriers to

learning that different children may experience.

2.5 Integration of Physically Handicapped Children

Integration is the normalization of where people with disabilities live; with whom they work and

play. It is the movement of people with disabilities from institutions to community living, from

special schools to mainstream schools. It is a way of eliminating segregation of physically

handicapped learners from the rest of the people in the society, which had been created by

special education (Dobson, 1995 cited in Ndinda 2005). This involves trying to make the lives of

persons with disabilities much like the lives of non-disabled persons as possible. It also calls for

dropping the labels used to describe disability and emphasizes the civil rights of disabled people

as they are stipulated by Kenya Commission of Human Rights (2000). It is a means of fostering

treatment of disability, developing a technology that enhances the independent functioning of

32
learners with disabilities and discouraging the stereotype portrayal of people with disabilities in

the society.

Much of zeal for the practice of integration is a blanket-policy system from the anticipated

effects in the social-emotional domain, where physically handicapped children, accepted because

of contact and familiarity, will naturally model the appropriate behaviors of peers; will not suffer

the stigma of special classes and will be provided a more real life environment of learning

(Kauffman, 2004). Integration program is aimed at removing existing barriers that make them

become anti-social members of the society (MOE, 2005). In addition, the government continues

to train primary school teachers in special education at Kenya Institute of Special Education

(KISE) as well as in tertiary and university level in order to improve the national capacity of

teachers of special education in regular schools (Koech, 1999).

The substantive significance of integration is that the learner will get opportunity to model other

physically handicapped learners who have adjusted despite the same obstacle of disability

(Westwood & Graham, 2003). The ultimate goal of integration is to help physically handicapped

learners to be self-sufficient and culturally enriched. These learners require understanding,

acceptance and help, as well as emotional support from the school in order to fit well in the

larger society. According to Leigh (2002), family is the first social context where physically

handicapped children come in contact with those persons they value most. They acquire attitudes

and value systems from the family and the child’s self-concept is a product of his/her

socialization with family members and other members of the society.

2.6 Inclusive Education for Learners with Special Needs

The declaration on the Rights of Disabled Persons (2011) states, “ Disabled persons have the

right to … education, vocational training and rehabilitation, …and other services which will

33
enable them to develop their capabilities and skills to the maximum and will hasten the processes

of their social integration or reintegration”, (p. 15). The Government is obliged to make

education available, accessible, acceptable and adaptable for all children as stated Child’s Right

Commission, (CRC). Education should aim to develop the human personality fully as well as

enabling all persons to participate effectively in a free society (Kenya National Commission on

Human Rights, 2007).

Inclusive education is the practice whereby disabled children and non-disabled children learn

together in ordinary mainstream school provisions with appropriate networks and support

services. The tension between inclusion and exclusion has been a shaping force in our society

and in all education systems (Gabel 2005). It therefore seems public schools in particular have

experienced effects of incorporating a large number of students with disabilities into classrooms.

In United States, until the beginning of the 19th century, the great majority of students considered

learners with disabilities were not deemed worthy of formal education, even though they were

perceived as brothers and sisters, as part of the community. After independence the call for

separating students who were unable to function unsatisfactorily by their own, affected people

with disabilities for many years (Pavri, 2000). During the 19th and 20th centuries there was a

lengthy institutional segregated education for persons with disabilities.

According to Konza (2010) the movement has been a bit slow and hesitant, but the overall result

has been in progress. Education for all Handicapped Children Act (EHC) makes clear the basic

concept that no child can be denied or excluded from public education because of a handicap.

It supported the need for education of learners with disabilities in regular classroom settings by

creating a presumption in favor of educating learners with handicap in regular education

environment (Hasting & Oakford, 2003).

34
A recent study done by Keitany (2012) indicates that MOE views inclusion as a good idea

whereas the parents are less concerned with integration. They are marginally involved. Another

drawback is that majority of the teachers feel that the training received doesn’t prepare them

adequately enough to meet education needs of learners with special needs. Keitany recommends

sensitization to be done in schools and community to eliminate negative attitudes towards

inclusion and more teachers to be trained in handling special education.

Muigai (2012), in her study done in Rachuonyo District, Nyanza Province, regarding challenges

facing inclusion of learners with disabilities in regular primary schools, observes that

discrimination and isolation impede education of learners with disabilities. The study adopted a

descriptive survey research design. Target population of this study constituted all head teachers,

teachers and class six pupils in regular primary schools in Awach Zone. Target population was

278 persons. The sample for this study was 88 persons. Purposive sampling, random and

stratified sampling were used to select the sample. Data was collected using questionnaires.

Both qualitative and quantitative techniques were used in analyzing data depending on various

objectives. The study mainly reviewed that sensitization had effectively been done, hence the

teachers, pupils and the community in general had positive attitude towards inclusive education.

However, teachers needed to adapt environment and appropriate resources that are available to

attract enrollment of children with special needs. She recommended the government to

implement inclusive education in regular schools, as a means of ensuring access to education by

children with disabilities, and to support it through funding to adapt structures and through

teachers’ preparation. Lack of conducive environment and structures demotivates the learners

from continuing with education. She suggested the government to put in place policies that

35
would encompass all people including those with physical disability to make them more self

reliant and economically viable.

The government places emphasis on inclusive education through regular schools for learners

with special needs and disabilities as opposed to the practice of using special schools and special

units attached to regular schools. However, special schools and units are essential for learners

with severe special needs and disabilities in the areas of hearing, visual, mental and serious

physical challenges. Inclusive education approach increase access to education for children with

special needs.

2.6.1 Challenges Faced by Teachers in Inclusive Education

Monsem and Norah (2004) conducted a study in New Zealand concerning teachers’ attitude

towards mainstreaming of disabled learners in regular schools, as well as learner’s perception in

classroom-learning environment. 15 schools participated in the study, 67 teachers were sampled

through random sampling and 1729 pupils were sampled through stratified sampling. These were

pupils between ages 7-13 years. Instruments used were questionnaires and the results were

analyzed statistically. The study revealed that children taught by teachers who espoused highly

positive attitudes towards mainstreaming were found to have significantly higher levels of

classroom satisfaction and marginally lower levels of classroom friction than children taught by

teachers with less positive attitudes. It therefore follows that teachers who espouse very positive

attitudes towards inclusive policies and practices would communicate these to their pupils. In

return, the perceptions of learning environments by pupils in such classrooms would be different

from those of students in classrooms without an espoused positive ethos.

Hence the study by Monsem and Norah (2004) is vital in this study since it contends that

teacher’s preparation and attitude is paramount performance of integrated learners. Moreover,

36
the study offers good ground towards establishing the kind of environment in terms of methods

and instructional materials that suit the physically challenged learners. Inclusion in education is

valuing all students and staff. It involves supporting all children and young people to participate

in the cultures, curricula and communities of their local schools. Barriers to learning and

participation for all children, irrespective of their ethnicity, culture, disability or any other factor

are actively reduced, so that children feel a sense of belonging and communion in their

educational context (Ministry of Education 2005).

Some researchers compare the learning of disabled students in regular classrooms with students

in special education settings (special education settings include approaches that withdraw

disabled students from regular classrooms). Disabled students have been found to do better

academically and, in terms of their behavior, in regular classrooms (Rea et al, 2002). Rea and

colleagues (2002) found that in regular classes’ instruction focused more on the regular

education curriculum, whereas teachers using withdrawal approaches, students are taken out of

the classroom for specialist teaching. The latter focused more on remedial teaching.

2.7 Importance of Integration

The integration of physically handicapped learners into mainstream schools has positive effects

in the formation of self-concept of the learner with disability as observed in recent findings. A

survey done by Emily & Kipruto ( 2012), revealed high self-concept mean scores of physically

handicapped learners in integrated schools as compared to those in special and primary schools.

Integration of physically handicapped learners in mainstream schools is very vital in improving

their self-concept. This means that when they learn in integrated schools they gain enough

opportunities to exercise their potentials in all spheres of life to the full. Therefore, integrated

schools are credited for their role in interactions and socialization of physically handicapped

37
children as a way of preparing them to meet the demands of the larger society later in life. These

schools should be better facilitated to create a better learning environment for all learners

irrespective of their physical status (Muigai, 2012).

2.8 Guidance and Counseling for Learners with Disabilities

Although integrating individuals with emotional, mental, and physical disabilities into

mainstream society has been the goal of many school programs, negative attitudes towards

disabled people continue to exist in social situations and in situations designed to accomplish

specific tasks. Lack of acceptance can create social isolation, depression, and low self-esteem in

children and adults (Battle & Blower, 1982; Chullinan, Schloss, & Epstein, 1987; Reiss &

Benson, 1985) cited in National Association of Social Workers report (2011). Peer acceptance

during childhood has a strong influence on later adult adjustment, acceptance can be particularly

crucial at the school going age (Asher & Hymel, 1996). Hence, a great need for qualified

guidance and counseling teachers in the mainstream schools.

According to Mutisya (2004), the integration of learners with special needs could be possible if

the learner is viewed as an individual whose needs, psychological, physical, emotional and

economical are met at the best possible level. Guidance and counseling would help the impaired

learner to adapt to the new environment. Previous researchers show that adjustment after

integration is a key determinant of academic performance. There is a relationship between

psychosocial factors and effective integration which eventually lead to academic performance

(Kitty, 2011).

The Ministry of Education is committed to facilitate the establishment of guidance and

counseling programs in special education institutions. Training is essential to improve counseling

of learners with special needs and their families, developing self reliance and confidence in them

38
in order to improve their self-image. It is a requirement in schools to have a department of

guidance and counseling (The National Special Needs Education Policy Framework, 2009).

However, this area has been forgotten or ignored in most of our schools. There is under-staffing

within learning institutions for personnel/teachers with specialized training that addresses the

situation of learners with special needs and disabilities. These include inadequate teachers

specially trained or skilled teacher- counselors (Kitty, 2011). Lack of qualified guidance and

counseling teachers’ may impact heavily on learners who are physically challenged in times of

identity crisis where they are able to accept themselves.

Lastly, inadequate career opportunities for the same have led to the current state of lack of

placement among school leavers. It is the role of teacher-counselor to guide the learners in career

choices. It is upon the Ministry of education to develop diverse and specialized guidance and

counseling opportunities to meet the varied needs of learners. Institutions offering training for

teachers in special education should establish guidance and counseling programs to equip them

to handle the needs and interests of the physically challenged learners.

2.9 Review of Empirical Studies on Challenges Facing Integrated Learners

2.9.1 Psychological Challenges

A study on perception of an inclusive program by secondary learning disabled students, teachers

and support staff was done by Bookhaert (2003), in the District of Columbia, Cardozo. Mixed

method paradigm was used. The sample of the study was 66 learners with disabilities, 4 class

teachers and 7 support staff. Instruments such as questionnaires and interview guides were used

to collect data. A descriptive method design was used for the study which allowed information to

be given and the interviewees to be free enough to express their feelings on the topic. The data

was collected twice in two consecutive months to ensure validity. Through document analysis,

39
school records such as the Individualized Education Program, social history, psychological and

speech and language reports associated with the student, were examined and analyzed. The

findings showed that in spite of students being included in regular education, they prefer being in

special education because they felt safe and valued. They felt safe because the special education

environment has students who are similar to them in academic ability where the students felt

freer to make mistakes and they did not worry about other students belittling them. He noted

also, the students felt that their teachers chose special education training to make a difference in

their lives. Additionally, students felt a sense of worth in these special education classes; they

felt that they were important and valued. This contributes to the student’s self-esteem which

gives them the knowledge and ability to accomplish whatever goals one is capable of achieving.

While Bookheart did his study in Columbia, the current study was done in Kenya Nyandarua

County. The researcher used purposive sampling to sample students and teachers. Random

sampling was used for support staff. Bookhaert studied the perception of teachers, students and

support staff on inclusive program whereas this study investigated the psychosocial challenges

faced by learners with physical disabilities in mainstream schools.

A study was done by Westwood and Graham (2003) on challenges facing integration into

mainstream schools in Iowa country, North America. It examined acceptance of young people

without disabilities toward peers with disabilities and the impact on mainstreaming. Students

from grades 3, 6, 9 and 12 in 11 different schools were sampled. The researcher used

experimental design, two different groups and a control group. Group 1 consisted of 273

children residing in a small community (population 2,700) that is the site of a major

rehabilitation program. Group 2 consisted of 233 students who attended the school system in a

community (population 5,000) that also serves as the county center for mainstreaming children

40
with emotional impairments (including behavior disorders), mild mental retardation, and other

types of handicaps that make it difficult for them to be maintained in the regular school system.

Group 3 was a control group of 548 students; 330 attended the school system in a third rural

community (population 2,500), and 218 either attended school in the community with the

rehabilitation program but did not live in the community itself or were enrolled in another school

system in the community where the mainstreaming school system is located. The instrument

used were questionnaires and unlabeled vignettes describing several types of children: well-

adjusted and physically handicapped (wheelchair bound), mildly mentally retarded, and behavior

disordered. Vignettes were taken from a major study with children and derived from the third

edition of the Diagnostic and Statistical Manual of Mental Disorders criteria.

Data analysis was guided by the hypothesis that, contact with disabled individuals would be

associated with increased expressed acceptance toward imaginary disabled peers. Based on

previous studies, it was also hypothesized that the peer with the behavior disorder would be at

greater risk for rejection than the physically or mentally disabled peer. The Mann-Whitney U test

was used to compare acceptance levels between groups 1 and 2, and the Kruskal-Wallis test was

used to compare the acceptance levels of groups 1, 2, and 3.The results suggested that children in

educational mainstreaming programs can be at heightened risk for rejection by their peers even

with the strong support of the school administration. In addition, children with behavior

disorders are at greatest risk for rejection in both mainstreaming and ordinary classroom

situations. The importance of relevant social skills to creating social intimacy and status may

help explain some of the difficulties in creating a climate of acceptance in mainstreaming

situations, especially for the child with a behavior disorder. All the disabilities included in this

study had either physical or behavioral characteristics that potentially lowered the status of the

41
child or disrupted social interaction. Given the culture of these communities, the child with

behavior disorder posed the greatest potential for disruptions in the interaction process.

The above study investigated the challenges facing integration of learners with special needs not

specifically physically disabled learners. The findings were done in Northern Europe, and the

researcher used experimental design to sample respondents. This study was done in Kenya with

learners who are physically handicapped. Data collection instruments were questionnaires and

interview guides which were more comprehensible and familiar to the respondents. The study

sampled not only physically challenged but also learners with behavioral deficiency, unlike the

current research employing only the physically challenged learners.

Ndinda (2005) studied on the root causes of marginalization of the physically disabled learners

in selected mainstream schools in Machakos District in Eastern Province of Kenya. He aimed at

coming up with proposals for better integration of learners with disability and to enhance their

welfare. He collected data through a face to face interview of learners with disabilities and care

takers, and through focus group discussion. The researcher used a sample size of 170

respondents; these included the teachers, care-takers and the learners. The study used qualitative

design and random sampling of the respondents. The data collected was analyzed through

content analysis. The findings revealed that the physically challenged learners lacked counseling,

health care, adequate facilities among others. This greatly affected their self-esteem, ambitions,

goals and self-motivation.

The above reviewed study investigated the root causes of marginalization of learners with

disability living in their special homes but going to schools where they are integrated. However,

the challenges faced by learners residing in their special homes and those faced by learners living

42
in the schools where they are integrated are quite different. Therefore, in the current study, the

researcher finds out the psychosocial challenges faced by LWPD in their mainstream schools.

Similarly Emily and Kipruto (2012) studied the effects of integration on self-concept of

physically handicapped learners in primary schools in Eldoret municipality. The study employed

both ex post facto and the causal comparative research designs. A total of 240 physically

handicapped children were selected through simple random sampling from five selected primary

schools. Classes 4, 6 and 8 took part in the study. The research instruments were questionnaires

and schedule interviews. Data analysis was done using both descriptive and inferential statistics.

The findings showed that integration has positive effects on the self-concept of physically

handicapped children in primary schools. Students with positive self-concept related well with

their peers and teachers while the vice versa applied to those with negative self-concept. While

the duo investigated the variable of self-concept on integration, this study makes findings on

psychosocial challenges facing integrated learners with physical disabilities. The study used both

purposive and simple random sampling unlike the above which used random sampling only.

2.9.2 Sociological Challenges

Keitany (2011) investigated social and cultural factors influencing attitudes of learners with

disabilities towards inclusion in two integrated primary schools in Nairobi; Kilimani and Our

lady of Mercy Primary Schools. The target population was 886 comprising Ministry of

Education officials, (MoE), head teachers, class teachers and learners. The sample size consisted

of two MoE, two headteachers, seven class teachers, 12 learners with Visual Impairment, (VI)

and 40 sighted learners. Research design used was descriptive survey. The sampling procedure

employed was purposive sampling for all the participants. Instruments used in the study were

43
questionnaires and interview guide. The researcher used split half techniques to assess reliability

and a correlation co- efficient of about 0.65 was reported. Content validity of research instrument

was ensured through construction of questions which were representative of all the possible

questions. Data collected were analyzed using descriptive and inferential statistics. The findings

indicated that head teachers and MoE officials view inclusive education as a good idea.

However, most parents were not concerned with integration and were marginally involved.

Majority of the teachers were of the view that the training they got did not prepare them

adequately to meet the educational needs of learners with disabilities. It also featured that most

of the teachers are not patient with these learners. The study recommended that sensitization

should be done in schools and community to eliminate negative attitudes towards inclusion, more

teachers to be trained in SNE and schools to be made barrier free.

Unlike the study done by Keitany, above mentioned, this study was carried out in selected

mainstream secondary schools in Nyandarua County. It employed mixed method paradigm,

convergent parallel design was used to analyze the data collected from the respondents. Keitany

sampled learners, teachers as well as education officers, while this study sampled teachers and

learners as the key respondents.

A research was carried out in Israel by Schreuer and Sheus (2011) on socio-cultural factors

affecting inclusion of students with disabilities. The study was done in higher education institutes

in Israel, six universities and twenty-two colleges. It compared students without disabilities and

students with various disabilities (physical, sensory, and psychiatric) among themselves, on the

outcome measures. The project was in two parts: a survey of services and accommodations for

students with disabilities in the various institutions, and a study on students' academic

performance and their participation in student experiences. A total of 326 students were involved

44
in the study; 170 students with physical, sensory or psychiatric disabilities, and a control group

of 156 students without disabilities, these students were recruited using snowball sampling

method. Research tools used were questionnaires designed for the study. Statistical analyses

were conducted using SPSS version 17. The findings were that achievements of students with

disabilities proved only slightly below those of students without disabilities. Students with

disabilities were much more satisfied with their participation and achievements than students

without disabilities. The researchers thought perhaps their satisfaction stemmed from comparison

with other friends with disabilities who were left behind, or from their feelings of success in spite

of the challenges they face. However, an in-depth examination revealed students with disabilities

used computers and information technology less, and participated less actively in their courses

and in social-cultural events such as arts, music, and theatre-going. It revealed further that

students without disabilities interacted more freely than the others.

While Schreuer and Sheus (2011) did their study in Israel and investigated more on performance

of students with and without disabilities, this present research was carried out in Kenya and

aimed at investigating challenges facing students with disabilities in their integrated schools.

However, there is a similarity in that both studies make findings on students in secondary

schools. The above researchers have left a gap in their study in that they didn’t look into

psychosocial challenges facing integrated learners in mainstream schools, and secondly they did

not sample learners with physical disabilities.

Muigai (2012) studied the challenges facing the education of girls with physical disabilities in

Joytown secondary school in Thika Municipality. The study adapted a descriptive survey design

targeting 174 students, 24 teachers and the headteacher drawn from Joy town Secondary School

for the Physically Handicapped. Simple random sampling was used to select 10 girls from form

45
one, two and three classes who participated in the study. Three class teachers and the

headteacher were purposively selected to participate in the study. The instruments used for data

collection included an interview guide for teachers and headteacher, a guide for the focus group

and an observation checklist. A pilot study was conducted in the same school to ascertain the

validity and reliability of the research instruments. The data collected was analyzed qualitatively

using thematic analysis approach.

The findings indicated discrimination and isolation impede education of girls with physical

disabilities; lack of conducive school-environment and structures discourage girls with physical

disabilities from continuing schooling. The study recommends government to establish a kitty

for the disabled people who cannot earn a living because of their disabilities, and make policies

that govern even the disabled and their rights; the community should be more accommodating

towards the girls with disabilities, and always be ready to give them a lending hand when they

need help. Parents with disabled children should treat their children the same way as they treat

the other children to help them build confidence in themselves. They should also treat these

children as human beings and teach them to appreciate themselves as they are. Muigai (2012)

relates to this study in that the she has researched on challenges facing girls living with disability

in their secondary school life. Her finding informs the present study on the sociological

challenges facing learners integrated in mainstream secondary schools. While she investigates

the challenges facing girl-child, this study made findings on the psychosocial challenges facing

both physically handicapped girls and boys in their integrated schools in Nyandarua.

46
 2.9.3 In-school Related Barriers

Mwaura (2002) did a study to identify barriers and challenges to self-actualization of learners

with special needs in integrated schools, in Sudan, Nuba mountains region. The researcher used a

qualitative design and random sampling of the respondents. An in-depth primary data collection

was done through interviews and focused group discussion with different groups of respondents.

The study revealed that integrated education is feasible and gives learners with special needs a

sense of belonging, widens friendship patterns and offers more suitable learning opportunities for

all learners. However, it cited a number of barriers and challenges that hamper access to quality

education for special needs learners like, non-inclusive curriculum, dilapidated infrastructure,

inadequate teachers, cultural prejudice and negative attitudes.

Mwaura investigated in general, challenges and barriers to self-actualization among learners

with special needs in Sudan, hence, did not look at special needs learners in Kenya and

specifically learners with physical disabilities. This study drew its sample from five selected

mainstream schools Nyandarua Central district where LWPD from Olkalou rehab are integrated.

The study employed mixed paradigm to solicit information from the respondents. It is a general

fact that integrating individuals with emotional, mental, and physical disabilities into mainstream

society has been the goal of many educational programs, however, it has been realized that

negative attitudes toward disabled people continue to exist in social situations and in situations

designed to accomplish such tasks. It is in that same line that this study sought to investigate the

psychosocial challenges facing LWPD in the mainstream schools.

47
2.9.4 Teachers Preparedness

Moran and Abbot (2002) did a synthesis of databases of articles and reports describing teachers’

attitude and integration towards integration/inclusion and mainstreaming of learners. Qualitative

design was used and tools used to collect data were likert-type inventories and interviews. In the

likert-type inventory the respondents agreed or disagreed with the general concept of integration

as related to a range of disabling conditions. In this line of research, paper-and-pencil measures

prevailed in the methodologies and few attempts were made to include other sources of data,

such as teacher interviews, or other unobtrusive measures to validate the measurements taken.

The assumption of the studies was that the reported attitudes were expressed in behavior.

The analyses showed evidence of positive attitudes, but no evidence of acceptance of a total

inclusion or ‘zero reject’ approach to special educational provision. Teachers' attitudes were

found to be strongly influenced by the nature and severity of the disabling condition presented to

them (child-related variables) and less by teacher-related variables. Further, educational

environment-related variables, such as the availability of physical and human support, were

consistently found to be associated with attitudes to inclusion.

Regular and resource teachers from New South Wales government and nongovernment schools

were surveyed to elicit their attitudes towards the integration of individual disabled children, the

support services provided and the skills considered essential for teachers of mainstreamed typical

students. Differences among sub‐groups of teachers and between teachers and principals who

had completed the same questionnaire in a previous study were also examined. Results indicated

that teachers’ attitudes to the integration of individual disabled children reflect lack of

confidence both in their own instructional skills and in the quality of support personnel currently

provided to them. They were positive about integrating only those children whose disabling

48
characteristics are not likely to require extra instructional or management skills on the part of the

teacher. The study further revealed that teachers’ attitudes may be significantly modified by their

pre‐service training and the nature of their subsequent professional experience. Examination of

the skills needed by mainstreaming staff reveals that while general competence is considered not

essential, neither regular or resource teachers seemed aware of the need for a structured approach

to curriculum objectives. The findings also showed that principals’ attitudes are consistently

more positive than those expressed by teachers.

A research done by Campbell and Gilmore (2003), on teachers’ attitudes towards the integration

of disabled children into regular schools found that some students are moving out of mainstream

schools into specialist colleges for their further education. The study had a sample 274 pre-

service education students, from a large Australian university. This research used a combination

of group and individual interviews to explore why this move away from mainstream education is

made. Results showed that these students' moved into specialist education because of the

inadequate physical accessibility of their mainstream colleges, the quality of disability services

available to them and their previous experiences whilst in mainstream school. These students

were able to identify both strengths and weaknesses within mainstream and special education for

disabled students, and believed that educational placement should therefore be a matter of choice

depending on the physical, academic and emotional needs of the individual. It would appear,

however, that for the students participating in this research, their local mainstream colleges were

unable to cater for their needs, indicating that their decision to move into a special needs college

was not based on a real choice. Mainstream colleges are challenged to create a truly inclusive

environment so that disabled students are offered a real choice (Campbell & Gilmore, 2003).

49
A study was done in New Zealand in intermediate schools in the greater Auckland, by Monsem

and Norah (2003). The study investigated teachers’ attitudes towards mainstreaming and their

pupils’ perceptions of their classroom learning environment. A sample of regular primary school

teachers (N = 63) were categorized according to ‘high’, ‘moderate’ or ‘low’ scores on a scale

which measures their views on mainstreaming policies and practices. The pupils (N = 1729) of

these teachers also completed a scale measuring perceptions of their classroom learning

environments. The teachers’ questionnaires contained the ORM scale and a section collecting

background information. On the basis of their scores on the ORM, three groups of teachers were

identified: high scorers (the top 25% of the sample), low scorers (the bottom 25% of the sample)

and the remaining medium group. Descriptive Statistics and ANOVA was used to show the

differences between teachers with high, medium and low scores on the ORM scale.

The results of Monsen and Norah study indicate that pupil perceptions of the learning

environment in classrooms of teachers who have strongly positive attitudes to inclusion differ

from those of other teachers. Children taught by teachers who espoused highly positive attitudes

towards mainstreaming were found to have significantly higher levels of classroom satisfaction

and marginally lower levels of classroom friction than children taught by teachers with less

positive attitudes. Implications of these findings were recommended for further research on the

role of teacher attitudes in the successful inclusion of children and young people with special

needs and for policies on the implementation of effective inclusive practice. It was evident that

pupils enjoy higher acceptance as play mates and work mates in classes that have high

cohesiveness.

From the above study one can easily conclude that teacher’s preparedness and attitude is

paramount in integration and performance of learners with disabilities. In this study the

50
researcher made findings on the psychosocial challenges facing these learners in their integrated

schools. Monsen and Norah (2003) study is vital in this study since it looks at the role the

teacher’s perception plays in integrated learners’ performance. Teacher preparedness is seen as

major factor contributing smooth integration of LWPD.

Wycliff (2011), investigated on teachers’ preparedness in the integration of learners with

physical disability into public schools. The research was done in Kiamokama Division, Kisii

County Kenya. The target population was head teachers, teachers and parents. The study adopted

survey research design. To ensure equal representation, the researcher employed simple random

sampling to sample respondents. Tools used to solicit information included questionnaires for

head teachers, interview schedule for parents and observational schedule for students. Validity of

the instruments was appraised by the supervisors through pre-testing while the reliability was

tested through pilot study.

The study established that most school teachers are not trained in special needs education.

Consequently, they are not fully prepared in the integration of learners with physical disabilities,

thus unable to meet the needs of LWPD. It was established that in the adaptation of instructional

resources, teachers don’t do curriculum adaptation in order to diversify their teaching/learning

experiences to meet the education needs of LWPD. The environment too is not disabled friendly

in most of the schools. Environmental barriers hinder the integration of learners who are

physically handicapped. Lastly the researcher found that teachers lacked enough resources to

necessitate full implementation of the integration program. This study went further to investigate

challenges faced by teachers in inclusive education which partly contribute to the psychosocial

challenges faced LWPD.

51
Research suggests that the successful implementation of any inclusive policy is largely

dependent on educators being positive about it. A survey undertaken by Cassady (2011), on

attitudes of student teachers toward the inclusion of children with special needs in the ordinary

school. Participants included 25 general education teachers, both males and females, from

various states Ohio, Kentucky, Massachusets, Pennsylvania and New York. The sample

comprised of 135 students who were completing their teacher training courses at a university

School of Education. The analysis revealed that the respondents held positive attitudes toward

the general concept of inclusion but their perceived competence dropped significantly according

to the severity of children's needs as identified by the UK “Code of Practice for the Identification

and Assessment of Special Educational Needs”. Moreover, children with emotional and

behavioral difficulties were seen as potentially causing more concern and stress than those with

other types of special needs (Cassady, 2011).

2.10 Summary of Empirical Studies and Research Gaps

The research synthesis reported above reveals that teachers, although positive towards the

general philosophy of inclusive education, do not share a ‘total inclusion’ approach to special

educational provision. Instead, they hold differing attitudes about school placements, based

largely upon the nature of the students’ disabilities. Teachers are more willing to include students

with mild disabilities or physical/sensory impairments than students with more complex needs.

There is enough evidence to suggest that, in the case of more severe learning needs and

behavioral difficulties, teachers hold negative attitudes to the implementation of inclusion. Given

the consistency of this trend both across countries and across time, governments wishing to

promote inclusive education have a difficult task convincing their educators about the feasibility

52
of the policy. Consequently, it seems imperative that the process be carefully planned and well

supported, so that teachers’ initial reservations or concerns are overcome. On the other hand,

there is sufficient evidence about consistency regarding educational environment-related factors,

which suggests that a significant restructuring in the mainstream school environment should take

place before students with disabilities are included or integrated.

All the above findings subtly show the psychological and sociological challenges faced by

learners with disabilities in their integrated environments. Further, a number of studies have been

done looking at integration from the teachers/parents/care takers perspective. It is quite clear that

little has been done on the impaired learner’s perspective concerning challenges they face in

their integrated schools. Grounded information about the challenges they face can only be

solicited from the LWPD themselves, as the key respondents of the phenomena under study. It is

in this line that this study attempted to make findings on challenges faced by these learners in the

selected mainstream schools in Nyandarua County, for they contribute greatly to learner’s

psychosocial stability in the learning environment, which eventually may either hinder or

enhance their self-actualization (Kitty 2011). After identifying these challenges the researcher

suggested recommendations that would favor better integration and handling of LWPD.

53
 CHAPTER THREE

RESEARCH DESIGN AND METHODOLOGY

3.1 Introduction

This chapter presents the research methodology adopted for this study. It contains; the research

design, target population, area of study, sample size and sampling procedures, data collection

procedures and instruments, validity and reliability, data analysis techniques and ethical

considerations.

3.2 Research Design

This research employed mixed paradigm approach, that is, both qualititative and quantitative

methods. Creswell and Clark, (2007) argue that mixed methods approach encourages the use of

multiple worldviews by combining inductive and deductive thinking which helps to answer

questions and provide more comprehensive evidence in numbers and words for studying research

problems than either quantitative or qualitative. According to the duo, mixed paradigm research

entails philosophical assumptions that guide the direction of the collection and analysis of data;

qualitative and quantitative in many phases in the research process. They contend the central

premise of this method as being the use of the combination of the two approaches to provide a

better understanding of a research problem rather than using one of the two. Mixed methods

research provides strengths that offset the weaknesses of both qualitative and quantitative

research.

Within the mixed method paradigm, quantitative approach was predominant. The convergent (or

parallel or concurrent) model which is a design in mixed method paradigm was used to analyze

the qualitative and quantitative data. It is a design used by a researcher when the intent is to

54
merge concurrent quantitative and qualitative data to address study objectives. For example, an

investigator might collect quantitative correlation data as well as qualitative individual or group

interview data and combine the two to best understand participants’ experiences with a health

promotion plan (Muijis, 2006). The data analysis consists of merging data and comparing the

two sets of data and results.

Figure 2 is a sketch diagram showing the convergent model and how the researcher will analyze

qualitative and quantitative data collected from the respondents. In convergent design

quantitative and qualitative data is collected concurrently, analyzed separately, and then merged

(Creswell, 2009).

Figure 2. A diagram of convergent model showing how the data will be analyzed

Quantitative Data Collection and

Analysis
Compare or Interpretation
relate

Qualitative Data Collection and

Analysis

Source; Creswell (1999)

Quantitative data was obtained by carrying out a cross-sectional survey. Cross-sectional survey

falls under quantitative paradigm. Quantitative research is the collection and analysis of

numerical data in order to describe, explain, predict or control phenomena of interest. According

to Gay, Mills and Airasian (2009), this design involves collection of standardized, quantifiable

information from all members of a population or a selected sample. Numerical data is used to

55
perform statistical analysis and the results used for answering research questions and generalize

to the target population (Ogula, 2005).

Cross sectional survey research design used in this study helped to obtain data at one point from

the five selected secondary schools in Nyandarua County. Cross sectional survey is appropriate

for getting information at one point in time so as to describe the current characteristics of the

selected samples from each of the schools at the same time. The participants were teachers and

LWPD in the selected mainstream schools. It also allowed the researcher to collect massive data

from the participants at the given time.

Qualitative data was collected by using a phenomenological approach. Phenomenology

according to Gall et al (2007) is the study of the world as it appears to individuals when they lay

aside the prevailing understandings of those phenomena and revisit their immediate experience

of the phenomena. Phenomenological study procedure involved in this study was, identification

of the topic of personal and social significance, selecting appropriate participants, administering

questionnaires and interviewing the participants, and lastly analyzing the interview data.

Creswell and Clark (2007), notes that qualitative research is deficient because the researcher’s

subjective interpretations and the ensuing biases makes it difficult to generalize the findings.

This supports the adoption of a mixed methods research approach as proposed for this study.

Qualitative data sought to understand the experiences of LWPD in the mainstream schools from

the teacher-counselors and the support staffs’ perspective.

3.3 Target Population

Any scientific research targets a given population through which various data collection

methods are used so as to get the desired or required data for analysis (Barton, 2001). A

56
population is any group of institutions, people or objects that have at least one characteristic in

common (Ogula, 2005). He argues that population refers to all members, groups or elements that

the researcher hopes to gain information and to present in the study, and from which he/she

draws conclusion. It is the unit or group with one or more characteristics in common that are of

interest to the researcher.

The target population for this study consisted of 48 students integrated in the selected secondary

schools and were from Olkalou rehabilitation centre in the last four years; 2010-2013 60 teachers

and 20 support staff the mainstream secondary schools. Thus a total population of 128 people,

(N=128) participated in the study. The LWPD were key respondents in this research. The

teachers and the support staff were part of the study since they often interact with the learners.

This population was particularly targeted because it provided key information on psychosocial

challenges facing LWPD in the selected mainstreaming secondary schools.

3.4 The study Area

The study area was Olkalou Central District in Nyandarua County, Kenya. The focus was on

learners with physical disabilities who have been integrated into the selected mainstream

secondary schools from Olkalou rehabilitation centre. Nyandarua County is in Central province

of Kenya. Olkalou rehabilitation centre is a home for the physically disabled learners in Olkalou

Central. The home has been in existence in the last forty years. During rehabilitation the learners

are given medical treatment, physiotherapy services, adaptive devices as well as education.

When the period of rehab is over the learners are integrated into mainstream schools either

primary or secondary schools, as per the Government policy (Disabled Act, 2004). About 65%

(statistics from the centre 2010) of the learners are absorbed by the secondary schools within the

District. The researcher made findings on the psychosocial challenges facing these learners in

57
their new environs in the selected secondary schools. The selected secondary schools were from

Olkalou District in Nyandarua County. The schools admit learners with physical disability from

Ol’kalou rehabilitation centre. The rationale for selecting the schools is the proximity to the

rehabilitation center, for continuous follow-up of the learners.

3.5 Description of Sample and Sampling Procedure

3.5.1 Sample Size

A sample is a selection from the population. The purpose of sampling is to gain an

understanding about some features or attributes of the whole population based on the

characteristics of the sample. It is a part of the population (Robson, 2003). The sample of the

study varies from one study to another depending on the magnitude of the whole population

concerned and the nature of the study. The general rule governing the sample selection is that

the findings should reflect as much as possible similar characteristics of those findings which

would be obtained if the phenomena in question were all subjected to study. The purpose of

sampling was to gain an understanding about some features or attributes of the whole population

based on the characteristics of the sample.

The sample size comprised of 80 respondents, (n=80). This was arrived at as follows; fifty-three

physically handicapped learners (n=48) who have joined the selected secondary schools after

rehabilitation in the last four years, 18 class teachers (n=18), 4 teacher counselors (n=2) and ten

support staffs (n=10). The researcher involved eighteen class teachers because among them, two

teachers play both roles; counselor/class teacher, though not advisable. All the physically

challenged learners in the five selected schools were part of the sample. This sample was

considered adequate for the study since according to Ogula (2005) for a large population a

sample of 10% to 20% of the population is sufficient for reliable findings.

58
 3.5.2 Sampling Techniques

Sampling is the procedure that the researcher uses to select the subjects that will be included in

the study. Sampling is necessitated by difficulty of subjecting a whole population of interest to

investigation due to prohibitive monetary costs and time. The researcher used both probability

and non non-probability sampling techniques to get the sample size. Probability sampling

procedure is a method of drawing a portion of a population, giving each member equal chances

of being selected, whereas non probability sampling is the method that does not use random

selection techniques while selecting the sample, (Gay, Mills & Airasian, 2009). Probability

method was used to select support staff while non-probability was for teachers and learners.

Cohen, et al (2007) argues that a probability sample is useful because the researcher is able to

make generalizations since it seeks representativeness of the wider population.

Sampling for Teachers and Learners

In non-probability method, purposive sampling was done to identify the learners in the five

selected mainstream secondary schools which are highly homogeneous. Purposive sampling

which is one type of non-probability procedures helps the researcher to build a sample that is

satisfactory to their specific needs (Best & Kahn, 2006). Purposive sampling was used to pick

learners from the selected mainstream schools. All the LWPD in these schools as well as their

class teachers were part of the sample, the reason being they were key respondents to this study.

The sample members were drawn from the selected secondary schools, Ol’kalou, Nyandarua,

Salient, Shamata and Leshau secondary schools. The selected mainstream schools were

identified because they are within the District where LWPD are mostly admitted due proximity

from the rehabilitation centre.

59
 Purposive sampling was used to sample the teachers; these are the class teachers and the teacher

counselors in the selected schools. Class teachers were useful in the sample because they’re in

contact with the learners more often than the rest of the teachers. Teacher counselors also

provided crucial information about challenges affecting the integrated learners and how they help

them to cope.

Sampling Support Staff

In probability sampling, simple random sampling was used to get respondents from the support

staff in each of the five selected schools. The support staff which was a homogeneous group was

stratified into males and females strata to avoid the probability of having only one gender as

participants. The ratio in selecting gender was 1:1. Two support staff, a male and a female was

randomly sampled from each of the selected schools. The researcher wrote small papers for both

the male and female strata and put them in a bowl. Among the folded small pieces of paper one

had the word “Yes” while the others had “No”. Each of the members in both strata picked a

piece of paper. Whoever got a “Yes” was a part of the sample. Thus the participants from the

support staff in the five selected mainstream school were 10, both males and females, (n=10).

Table 1: Sample frame for respondents

Category Population Sample Sample size in %

Teachers/counselors 60 22 33.3%

Support staff 20 10 50%

Learners 48 48 100%

Total 128 80 62.4%

Source; Olkalou Education Office

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 Table 2: Students Sample Survey Frame

Selected mainstream Target Pop. Sample size Sample % of

School the total
A 12 12 100%

B 8 8 100 %

C 11 11 100%

D 9 9 100 %

E 8 8 100%

Total 48 48 100 %

Source; Olkalou Education Office

3.6 Description of Data Collection Instruments

These were the instruments that the researcher was used to collect data. They included
questionnaires, interview guide and observation guide.

3.6.1 Questionnaire for Learners and Teachers

According to Ogula (2005), a questionnaire is a widely used and useful instrument for collecting

information from the respondents. He defines a questionnaire as a carefully designed instrument,

written, typed or printed for collection of data directly from the respondents. The questionnaires

used were semi-structured so as to enable the researcher to use open-ended and closed-ended

questions. The questionnaires helped the researcher to solicit information from a large number of

respondents. Kothari (2005) considers questionnaires as the heart of a survey operation. He

emphasizes the use of questionnaires since they are free from distortion and doesn’t call for the

researcher to meet face to face with the respondents. Two sets of questionnaires were used for

both the teachers and the learners (Appendix 1 and Appendix 11).

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 Questionnaire for Learners (Appendix 1)

Questionnaires were administered to learners with physical disabilities in the selected secondary

schools. They had five parts. These sections helped to gather demographic information,

psychological and sociological challenges, learning challenges and teacher related factors. The

information solicited helped the researcher to identify factors that pose as challenges to LWPD.

It had close-ended type of questions. The responses of the close-ended questions were in five

option Likert scale, where the learners ticked their preferred choices.

Questionnaires for Teachers (Appendix 11)

Questionnaires were administered to the class-teachers to solicit for information on psychosocial

challenges facing integrated LWPD. Questionnaire for the teachers had five sections. The five

parts sought to solicit demographic information, psychological and sociological information

about the learners, learning environment and challenges faced by teachers in the inclusive

education. The items in the questionnaires were closed-ended. Closed-ended questions were

included because they are easy to administer, easy to analyze and are therefore economical in

terms of time and money, in addition they allow for collection of data from a large sample. The

closed-ended questions used five-option Likert scale where the respondent ticked the preferred

choice. Questionnaires were preferred because they are least costly, easy to quantify and

summarize.

3.6.2 Interview Guide for Teacher-counselors and Support Staff

According to Cohen, et al (2007), the interview guide is a flexible tool for data collection,

enabling multisensory channels to be used; verbal, non-verbal, spoken and heard. Moreover, the

interview may be controlled while still giving space for spontaneity, and the interviewer can ask

62
for responses about deep and complex issues. The researcher used semi-structured interviews

which according to Gall, et al (1996) involve a series of structured questions, and then probing

more deeply using open forms to obtain additional information.

Interview guide teacher-counselors (Appendix III)

Interview guide was administered to teacher-counselors who were purposively sampled. It aimed

at probing deeper into their experiences with LWPD in their institutions. The interview guide

had three sections. These sections helped to obtain demographic information, information about

the challenges facing the integrated learners as viewed by the teacher counselor and the learning

barriers faced in schools. Probing was used by the researcher to get deeper information. A

friendly relationship with prospective respondents prior to the actual interview was a prerequisite

for obtaining maximum cooperation and accurate information. Interview guides were flexible,

yielded high response rates, and offered opportunity to collect in-depth information.

Interview guide for support staff (Appendix IV)

Support staff was selected through simple random sampling. They were interviewed to get

information about LWPD in their schools. Each selected secondary school was presented by two

support staff, a male and a female. The interview sought to solicit information on challenges

faced by LWPD in the dormitories and their relationship with peers. The researcher probed the

respondents to get in-depth information. The researcher took note of all the responses given.

3.6.3 Observation Guide (Appendix V)

An observation guide is used by the researcher to collect data about what defined behaviors and

activities a researcher observes during data collection period (Gay et al, 2009). It was used to

confirm the responses in questionnaires and from the interview. The researcher with the help of

63
observation guide observed the supportive structures in the compound and in the classrooms.

These included physical facilities in the school like, presence of a conducive play ground,

learning resources, toilets, building structures; classrooms, dining hall, dormitories, pavements

and verandahs, if they are adapted to the needs of learners with physical disabilities. The school

environment should be disabled friendly and conducive for learning. The researcher made the

observation of the facilities in all the selected mainstream schools. Observation guide enabled the

researcher observe, experience and record what in the research site was a pointer to psychosocial

challenges facing learners integrated in these schools. Non-verbal cues were important in

reinforcing the verbal messages. They subtly assisted in getting cues on how the environment

triggered psychosocial problems among learners.

3.7 Validity and Reliability of the Research Instruments

3.7.1 Validity and Reliability of the Quantitative Data

Mugenda and Mugenda (2004) define validity as the accuracy and meaningfulness of inferences

which are based on research results. It is the degree to which a test measures what it purports to

measure. Mc Millan (2008) contends that the evidence of content validity is accumulated by

having experts examine the contents of the instrument and indicate the degree to which they

measure predetermined criteria or objectives. The validity of the questionnaires was ascertained

by subjecting them to the scrutiny and judgment of peers and the expertise of supervisors in the

Psychology Department. Their criticism and suggestions was adhered to in the final draft of the

research instruments.

In addition, the validity was also ascertained through a pilot study which was done in a school

with similar characteristics with the population. Two teachers and LWPD who were not part of

the study were requested to fill in the questionnaires. According to Gay et al (2009) pilot testing

64
is conducted in order to detect any deficiencies and difficulties that respondents are likely to face

while responding to the items. Few items were found ambiguous, they were corrected and

ambiguities cleared. This aided in having the participants read from the same script.

As regards reliability, this study used split half method in the questionnaires for teachers and

learners, analyzed if the test items are consistent among themselves and with the test as a whole.

Split half measures how consistently the instrument measures the construct of interest and it

assumes that if all items are drawn from the same domain, then the two halves should correlate

highly with each other. This involved splitting the items in the questionnaires into two halves

(odd and even numbers). The odd numbers, set A, were administered separately and scored

accordingly and the even numbers, set B, was done the same. The scores of the two tests were

then computed by Pearson’s Product moment coefficient and found to be 0.6. This was to

determine an estimate of reliability coefficient of the whole questionnaire. Spearman Brown

prophecy formula recommends that a reliability coefficient of 0.6 and above is a good measure

of reliability (Kothari, 2004, Ogula, 2005 & Gay et al, 2009).

Source triangulation was used to validate the instruments by making teachers and learners to

respond to some similar questions as well as method triangulation. It entails use of

questionnaires, interview guides and observation schedules to collect similar information. The

rationale behind using method triangulation was to ensure validity of the data. The

questionnaires for the teachers, learners and the interview to the support staffs facilitated for

respondent triangulation for data validation.

65
3.7.2 Trustworthiness of the Qualitative Data

Unlike quantitative researchers who seek causal determination, prediction, and generalization of

findings, qualitative researchers seek instead illumination, understanding, and extrapolation to

similar situations (Guba & Lincoln, 2003). Qualitative research uses a naturalistic approach that

seeks to understand phenomena in context-specific settings, such as real world setting where the

researcher does not attempt to manipulate the phenomenon of interest (Patton, 2001). Qualitative

research, means any kind of research that produces findings not arrived at by means of statistical

procedures or other means of quantification (Guba & Lincoln 2003), instead, it is the kind of

research that produces findings arrived at from real-world settings where the phenomenon of

interest unfolds naturally (Patton, 2001).

This study focused on the researcher as the main instrument in qualitative data collection. Both

validity and reliability of research instruments were treated together. The trustworthiness of a

researcher involves credibility or the truth value. The researcher ensured there was confidence in

the findings from informants, the context in which the study is undertaken and the authenticity of

the information collected. Transferability or applicability refers to showing that the findings can

be applied to other contents and settings. In this study the researcher ensured are applicable to

other mainstream schools integrated with learners who are physically impaired. Dependability

which is the consistency of the findings was ensured through piloting one school with LPWD

which was not part of the sample. This showed the findings were steady. Conformability

involves the degree of neutrality or the extent to which the findings of a study are shaped solely

by the participants. The researcher ensured neutrality, minimized bias and motivation of

interests. The parameters afore discussed were keenly observed by the researcher to ensure

trustworthiness of the qualitative data.

66
3.8 Data Collection Procedure

First, the researcher obtained permission from the Catholic University of Eastern Africa, and

then applied for a research permit from the Ministry of Education to collect data from the

schools. There after the researcher visited the Education office in Nyandarua County and

submitted copies of the research permit to the County Director of Education and the District

Education Officer in order to obtain permission to conduct the research in the selected schools.

Thereafter booked appointment with the School principals from the selected schools. After

meeting the principals, copies of permit were given and permission sought to collect data from

their institutions. The researcher booked the days for conducting the interviews, administering

the questionnaires in the various schools. Each school had a different day but the time allocation

was in the afternoon. On the material day the researcher administered the research instruments to

participants; questionnaires to the teachers and students, interview to the teacher-counselors and

support staff members and filled in the observation guide. It was difficult to get the teachers for

interview because most of them were busy supervising exams while others were marking. As a

result time for conducting the interview was limited; however, the objectives were achieved. The

questionnaires were collected immediately after filling in. The researcher emphasized on

respondents’ anonymity and assured them of the confidentiality of the information.

3.9 Data Analysis Procedure

According to Sekaran (2003) cited in Ndigwa (2005) there are three objectives in data analysis:

getting a feel for the data, testing the goodness of the data and testing the objectives or research

questions of the study. Establishing the goodness of the data lends credibility to all subsequent

analysis and findings because it measures the reliability and the validity of the instruments used.

67
Data analysis is therefore the process of bringing order and meaning to raw data. The

quantitative data was entered, coded, analyzed and interpreted.

3.9.1 Quantitative data Analysis

The researcher used split half techniques to assess reliability and a correlation co- efficient of

about 0.65 was reported. The descriptive analysis was used to analyze the quantitative data. The

information collected from closed-ended questionnaires was organized into different categories

of respondents; teachers and students. Data was entered, coded and analyzed using Statistical

Package for Social Sciences (SPSS), version 19.0. The percentage of subjects who respond to

questionnaires is adequate if it is 50%, good at 60% and very good at 70%, (Mugenda &

Mugenda (2003). Data was summarized using descriptive statistics; frequencies, means,

percentages, and some inferential statistics.

3.9.2 Qualitative Data Analysis

Qualitative data was derived from the interviews conducted to the teacher counselors and the

support staff. A thematic framework was used and it involved systematic searching, arranging,

organizing, breaking the data units, synthesizing, searching the patterns and discovering what is

to be learnt as brought out by the respondents. The researcher then categorized data into themes

according to research objectives and used thematic analysis through discussions and presented in

form of narratives, interview transcripts as shared by the participants.

3.10 Ethical Considerations

The researcher ensured that the purpose of this study was fully and clearly explained in advance

to the participants before conducting the exercise. Informed consent was obtained from the

respondents after the explanation. The participants were free to participate in the present study.

68
Confidentiality was observed by ensuring anonymity of both the students and the schools.

Anonymity of the identity of the respondents was safeguarded by use of numbers. The researcher

was open and honest in dealing with respondents. Respect and dignity for human respondents

was highly upheld. All the information got from sources other than the researcher has been duly

acknowledged to avoid plagiarism. Findings of the study were reported with the highest possible

objectivity and utmost honesty.

69
 CHAPTER FOUR

PRESENTATION, INTERPRETATION AND DISCUSSION OF THE FINDINGS

4.1 Introduction

This chapter presents the findings of this study. The study investigated psychosocial challenges

facing learners with disabilities integrated in selected mainstream schools. Data was collected

through questionnaires for students and their class teachers as well as through interview guide for

the teacher counselors and the supportive staff, all from the selected mainstream secondary

schools in Nyandarua County. The summaries of these findings are presented in tables of

frequencies and percentages, in narratives and interview transcripts.

The chapter is divided into two parts. The first part presents the demographic information of the

respondents while the second part presents the findings of the researcher questions as per the

group of respondents. The research questions were; psychological and sociological challenges

facing learners with physical disabilities in selected secondary schools, the impact of in-school

related barriers and teachers’ preparedness on integration are discussed. Quantitative data was

analyzed using statistical analysis, while qualitative data was analyzed using thematic analysis.

4.2 Return Rate of Instruments

In chapter three, the researcher had proposed a sample of 80 participants. Among them were

students, teachers and support staff. Student participants were 48, 5 teacher-counselors, however,

one of them was not willing to participate, 10 support staff and 18 teachers. The total number of

the actual study participants was 79 out of the 80 earlier anticipated by the researcher which gave

98.7% of the return rate. According to Mugenda and Mugenda (2003), the percentage of subjects

who respond to questionnaires is adequate if it is 50%, good at 60% and very good at 70%.

70
4.3 Demographic Characteristics of Respondents (teachers and support staff)

Table 4.1 presents demographic information of teacher- participants in terms of gender,

education level, role and teaching experience, while Table 4.2 presents demographic information
of the students.
Table 4.1 Demographic Information of Teacher participants

Teachers / Support staff

Counselors
Variable Frequency Percent (%) Frequency Percentage (%)

Gender

Male 11 55.0 5 50.0

Female 11 45.0 5 50.0

Level of
Education
Graduate 11 55.0 - -

Diploma 7 25.0 - -

Special 4 20.0 4 40.0

Trained Tr
Certificate - - 6 60.0

Working
Experience
5 – 10 6 30.0 3 30.0
Years
11 – 20 10 45.0 4 40.0
Years
Above 20 6 25.0 3 30.0
Years

Total 22 100 10 100

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Based on the information in Table 4.1, majority of the respondents were male teacher 55%, while

female teacher respondents who participated in the study were 45%. This may be due to the fact

that in most of the interior schools in Nyandarua there are more male teachers than schools in the

urban centers as the DEO informed the researcher. Majority of the teachers 55% were graduates,

25% were diploma holders while 20% were special trained teachers. The findings show that

there are more graduate teachers in secondary schools; of whom majority have not undergone

special education training. Teachers trained in special education have an advantage in that they

are better prepared to handle learners with special needs. The study indicates 80% of the

respondents were class tutors. Focus on teacher’s role in school was important since, availability

and closeness of a teacher to student would increase their knowledge upon student behaviors,

problem faced and attitude. Their level of interaction with LWPD is higher than the rest of the

teachers. Most of the teachers 45% had 11-20 years teaching experience, 30% had 5-10 years of

teaching experience while 25% have the highest teaching experience of between above 20 years.

In normal circumstances, the more one is experienced in a certain field, the more amplification

of knowledge in the same aspect. These findings revealed that the more the teaching experience,

the fewer the challenges experienced, since such teachers have more knowledge.

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Table 4.2: Demographic Information of Learners participants

Demographic data Frequency Percentage

Gender
Male 24 50
Female 24 50
Age
12-14 years 4 8.3
14-16 years 20 41.7
Above 16 years 24 50.0
Class
Form 1 12 25.0
Form 2 5 10.4
Form 3 16 33.3
Form 4 15 31.3
Total 48 100

Data depicted in Table 4.2 indicate that there was an equal distribution among gender. Majority

of the respondents range from age above 16years, (50%) followed by 14 to 16 years, (41.7%)

while between 12 and 14 years are only a few (8.3%). It is expected that the number of Form

ones intake per year not to exceed the total population in school. In addition, those joining Form

one are normally young in comparison with those who have been in school for a number of

years. Furthermore, the number of learners with physical impairment continues to reduce due to

early intervention and rising number of physiotherapy facilities. Despite the increase in primary

school enrolments, Kenya still has low net enrolment rates in secondary schools estimated at

50% (World Bank 2009).

73
4.4 Results on Psychological Challenges Facing Learners with Physical Disabilities

4.4.1 Results on Teachers’ Knowledge on psychological challenges facing LWPD

The aim of this research question was to find out teachers’ perception on psychological

challenges facing learners with physical disabilities in their secondary schools. Table 4.3

presents the results of the findings.

Table 4.3 Results of Teachers Perception on Psychological Challenges (n=20)

Factor/ Variable Agree Uncertain Disagree

F % F % F %
LWPD in my class feel discriminated 12 60.0 - - 8 40.0

LWPD mostly have low self-esteem 18 90.0 - - 2 10.0

LWPD often seek for special attention 19 95.0 - - 1 5.0

LWPD Shows a sense of belonging in school 6 30.0 2 10.0 12 60.0

A high sense of self-esteem is portrayed by 2 10.0 1 5.0 17 85.0

LWPD
They don’t require to be treated in a special way 4 20.0 1 5.0 15 75.0

LWPD are often aloof 16 80.0 - - 4 20.0

LWPD interact freely with others 7 35.0 - - 13 65.0

LWPD seems energetic / full of vigor 7 35.0 - - 13 65.0

LWPD are weaklings 12 60.0 - - 8 40.0

The results on Table 4.3 showed that almost all teachers (90%) agreed that students portray low

self-esteem, equally many (75%) disagreed that student presents a high sense of self esteem.

Fairly high number (60%) of the teachers agreed that the learners having physical disabilities feel

discriminated, while only a few (40%) disagreed with the same. Majority of the teachers (95%)

felt these learners seek special attention; this could be because of the obvious reason that they

suffer low-self esteem. Most of the LWPD (80%) were often aloof and 60% showed signs of

being weaklings. It was only 20% of the teachers who disagree that LWPD were often aloof.
74
Westwood and Graham (2003) argue that substantive significance of integration is that the

learner will get opportunity to model other physically handicapped learners who have adjusted

despite the same obstacle of disability and the ultimate goal of integration is to help physically

handicapped learners to be self-sufficient and culturally enriched.

Table 4.4 presents the standard deviation of self-esteem of students living with physical

disabilities as perceived by their teachers.

Table 4.4: Results on self-esteem of learners with physical disabilities

low self-esteem Mean N Std.

Deviation
Strongly agree 5.00 2 .000
Agree 4.19 16 .544
Disagree 2.00 2 .000

Total 4.05 20 .887

Table 4.4 shows majority of the learners with physical disabilities had low self-esteem while

only a few who had high self-esteem (mean 4.05 and S.D 0.00). According to Kauffman (2004),

learners with physical impairment require understanding, acceptance and help, as well as

emotional support from both family and the school in order to fit well in the larger society. Low

self-esteem can be attributed to many causes starting from family background, community, to the

school set up.

4.4.2 Psychological Challenges Facing Learners with Physical Disabilities

This research question aimed at gathering information about psychological challenges students

suffering from physical disability go through in their integrated school after rehabilitation. Table

4.5 shows the results of the findings.

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 Table: 4.5 Results on Psychological challenges facing LWPD (n=48)

Factor/ Variable Agree Uncertain Disagree

F % F % F %

I see myself as a disabled person 11 22.9 5 10.4 32 67.7

I see myself as any other learner in my class 43 89.6 - - 5 10.4
I’m appreciated and loved in my school 46 95.8 - - 2 4.2
Nobody care about LWPD in our school 11 22.9 2 4.2 35 72.9
In our school LWPD are discriminated 4 8.3 1 2.1 43 89.6
LWPD should be in the same school with 39 81.3 - - 9 18.8
others
I see myself as a happy person 37 77.1 4 8.3 7 14.6
People need to feel mercy on me 16 33.3 3 6.3 29 60.4
I am full of energy 29 60.4 5 10.4 12 29.2
I am a weak person 16 33.3 2 4.2 30 62.5

The results on Table 4.5 shows that majority of learners with physical impairment viewed

themselves as ordinary people (89.6%) and many (67.7%) disagree that they see themselves as

disabled persons. It is apparent that those who feel accepted and loved by their family members

see themselves like any other students, while those who feel rejected in the family they see

themselves as disabled. Majority of LWPD describe themselves as happy people (77.1%) and

energetic, while many (60.4%) feel they need no mercy from other learners. The findings are

similar to Kauffman (2004) who asserts that a person with a disability does not necessarily need

help. He says that most people with disabilities try to be as independent as possible and will ask

for assistance only if need be, such learners fall under the majority group (89.9%) who feel they

are like any other learner. The study presents majority of the participants as wishing to remain

76
integrated with ordinary students (81.3%). This high percentage agrees with Ndinda (2005) who

argues that integration involves trying to make the lives of the persons with disabilities much like

the lives of non-disabled person as possible.

4.4.3: Qualitative Results on Teacher-counselors and Support staff on Psychological

Challenges Facing LWPD

Fourteen participants were involved in the interview, that is; four teacher-counselors and ten

support staff. The results revealed that most students with physical disability suffer low self-

esteem due to lack of self-acceptance. Majority of the participants unanimously agreed that

students with physical disabilities suffer low self-esteem. Most teacher-counselors said that most

of the issues presented during counseling sessions are issues on self-concept, self-acceptance and

lack of basic needs. One counselor declared that rarely do the students go for one-on-one

counseling sessions. Majority of the support staff said that the students suffer low self-esteem

though they differed in what they thought could be the cause. Among the participants several felt

it was due to poor self –concept which led to lack of self-acceptance. Relatively the same

number felt that their low esteem was as result of family background where they are not

accepted and are treated differently from the others while a few felt that low esteem was due to

lack of basic needs. The following are some of the interview transcripts from the teacher-

counselors:

“When these students come for counseling, the issues often repeated are lack
of acceptance and rejection from the parents. Majority feel their parents do not
love them and discriminate them from their siblings. Basic needs like soaps,
toiletries, books are not provided, and often the school or the teachers have to
cater for these needs”.

77
 “My parents don’t love me, they reject me. I know it because since I was in the
primary school up to now that am in Form 2 they always come to get me 2-3
days after the schools are closed down. They don’t turn up until they are called
by the school administration. I don’t know how will be my future after school”.

“I am happy when am here in school because my teachers are loving and they
care about me. At home nobody cares about me. My parents show me that I
cannot do most of the house chores since I am a disabled. I don’t like school-
holidays”.

“My mother doesn’t love me. She says I am the reason why they separated with
my dad. They separated when I was two years old after seeking medical
treatment for me in many hospitals. When he realized my condition couldn’t be
treated, he moved away. He married and got other children and none of them
have a physical disability”.

The participants’ responses from the interview transcripts revealed that most of the learners

suffering from physical impairment are stigmatized not only by the society but also by their own

families. This contributes greatly to poor self-concept as the child advances in age. These

findings agree with Kitty (2011), who argues that there is a relationship between psychosocial

factors and effective integration which eventually lead to academic performance and as a

consequence self-esteem is raised. Sitienei and Mulambula (2012 ) asserts that the degree of

psychosocial development depends on severity of disability, age of its onset, the degree of

visibility, emotional support and the encouragement the child gets from parents and other

significant figures. The attitude of people towards the child’s social status with his/her peers and

the functionality of the affected body part can also affect the child’s psychological development.

The findings indicated that the psychological challenges suffered by LWPD are low self-esteem

and poor self-concept. Most of the participants who participated in the study revealed lack of

self-esteem and poor concept. These findings are in line with Corey (2002), who portends that

78
for a person to achieve high self-esteem; physiological and psychological needs have to be met

first. These needs include love, trust, and sense of belonging, food, security among others. Lack

of these would lead to low self-esteem. From the conceptual framework the researcher highlights

self-esteem, self-acceptance and self-concept as key psychological factors for smooth integration

to a new environment. Similarly, Mutisya (2004) argues that if intervention is done to improve or

remove the psychological barriers which come as a result family background there is possibility

that integration would be easily embraced and the learners with physical disability would be

easily assimilated into the schools as well as in to the society.

The findings revealed further that only a small number of the teachers agree LWPD show a sense

of belonging in their integrated schools, this concurs with the study done by Bookheart (2003),

which revealed that in spite of LWPD being included in regular education they prefer being in

special education where they feel safe and valued. However, the findings differ with the policy

of Ministry of Education (2005) which portends that those children who are placed in special

educational program due to physical disabilities which are not severe, may end up developing

negative self-concept as they continue interacting with their peers who are severely challenged.

This can reduce their opportunity to relate with other non-physically challenged peers

diminishing their competence and self-esteem, alienate them from others, nurture a meanness of

spirit and make them less persons than they could be.

In real life situation, physically challenged children find it very hard not only to fit into the world

of non-disabled people but also in their own families where they are born and bled. Parent and

significant others often find it hard to accept and love them unconditionally, as observed by the

researcher. Psychologically as they grow up, they are affected and these precipitate low self-

esteem as they advance in age.

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The self-concept of a learner who is physically challenged depends on the way he/she views the

disability and the way others treat them. In our society, the disabled persons are socially

devalued and this gives clear evidence why disabled persons have low self-concept especially

when they are in un-conducive environment. These children require a lot of emotional support

from their parents, teachers, peers and the society at large. They need to be assisted to be mobile

as possible through rehabilitation after which they are integrated into regular schools for

inclusive education. When they are ignored, shown rejection and neglected, they develop

negative self-concept. It is the school’s responsibility to provide an amiable environment, where

teachers and peers understand and encourage them to see themselves as any other learner. Moral

support is needed from both school and home. Equally important is to sensitize parents on their

roles to improve the lives of their impaired children.

4.5 Quantitative Results on Sociological Challenges Facing LWPD in the Selected

Secondary Schools

4.5.1 Results on Teachers’ Perception on Sociological Challenges Facing LWPD

The aim of this research question was to investigate teachers’ perception on the sociological

challenges facing learners with physical disabilities integrated in selected mainstream secondary

school in Nyandarua County. To achieve, this statistical analysis was carried out and the results

were presented in Table 4.6.

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Table 4.6: Quantitative results on Teachers’ Perception on Sociological Challenges Facing

LWPD

Factor/ Variable Agree Uncertain Disagree

F % F % F %
LWPD interact with others in school freely 6 30.0 14 70.0
- -
LWPD enjoy warm peer acceptance 13 65.0 6 30.0
1 5.0
Relation between LWPD and other learners is very 16 80.0 4 20.0
- -
good
LWPD are often withdrawn 4 20.0 15 75.0
1 5.0
LWPD are isolated by other learners - - 20 100.0
- -
Relation between LWPD and others is very poor 5 25.0 11 55.0
4 20.0
LWPD often find faults with the other learners 5 25.0 15 75.0
- -
LWPD relates freely with others 10 50.0 10 50.0
- -
They are sociable and approachable 7 35.0 10 50.0
3 15.0
They like to be by themselves 4 20.0 - - 16 80.0

The results in Table 4.6 revealed that all the teachers unanimously agreed that LWPD are not

isolated by their fellow students, however, their relation with others is only fair 50%. This clearly

shows that even though others don’t isolate or discriminate them, they interact more among

themselves. Only 30% interacted freely with the other students. This could be because of the fact

that they suffer from low self-esteem as depicted in Tables 4.4 and 4.5. However, 65% enjoy

warm peer acceptance while only 25% seem to be withdrawn. According to their teachers there

exist a good relationship between LWPD and those without disabilities, 80%. Tested at 95%

confidence interval, LWPD are found to enjoy warm peer acceptance (P-value = 0.019). It is

expected that contact with disabled individuals would be associated with increased expressed

acceptance towards disabled peers. In addition, majority of respondents shows relationship of

81
LWPD with other learners being very good (P-value = 0.055). Hence the results were found

statiscally significant.

A regression analysis was carried out to find out the significant factors associated with teaching

experience and sociological challenges facing LWPD. The results are presented in Table 4.7.

Table 4.7 Results of regression analysis on significant factors associated sociological challenges

Model Std. Standardized t Sig. 95%

Error Coefficients Confidence
Beta Interval for
B
1(Constant) 1.892 -.865 .407 2.579

Interact with others in school .200 -.111 -.421 .683 .361

freely
.145 -.559 -2.784 .019 -.081
Enjoy warm peer acceptance
.309 .774 2.176 .055 1.360
Relation between lwpd and others
good
Are often withdraw .252 .676 2.305 .044 1.144

Relation between lwpd and others .189 -.075 -.293 .775 .365
poor
Often find faults with other .135 .249 1.480 .170 .502
learners
Relate freely with others .154 -.215 -.967 .356 .194

Sociable and approachable .225 .351 1.107 .294 .750

Like to be by themselves .133 .480 2.262 .047 .598

a Dependent Variable: Teaching experience

From the results of the regression analysis, shown on Table 4.7, it is clear that there is a warm

peer acceptance with a P value 0.19. This shows that learners with physical disabilities are

warmly accepted by their fellow students without disability unlike in their families where they

are not fully accepted. Similarly, the relationship between LWPD and those without disabilities

is quite remarkable, P= 0.055. Majority of the teachers disagree the learners are often withdrawn

P= 0.044. Tested at 95% Confidence Interval, the teacher’s experience play a greater role in

82
rooting out the sociological challenges facing students with physical impairment. As shown in

Table 4.7, we can conclude that their perception changes with experience (t=2.304, P-value

0.044).

4.5.2 Results on Learners’ Perspective Sociological Challenges facing LWPD

Table 4.8 illustrates the results of learners with physical disability perspective on the

sociological challenges faced in their mainstream schools. To achieve this, statistical analysis

was carried out and the results are presented in Table 4.8.

Table 4.8: Results on Sociological challenges facing LWPD (n=48)

Factor/ Variable Agree Disagree Uncertain

F % F % F %

The other student discriminate me 11 22.9 36 75.0 1 2.1

I am loved by my classmates 41 85.4 6 12.5 1 2.1

In school I interact more with LWPD 27 56.3 16 33.3 5 10.4

I interact freely with learners without disability 35 72.9 8 16.7 5 10.4

I sympathize with others who are disabled 26 54.2 20 41.7 2 4.2

I don’t feel mercy for LWPD in our school 10 20.8 37 77.1 1 2.1

I relate very well with others 41 85.4 5 10.4 1 2.1

I am often aloof or alone 11 22.9 37 77.1 - -

I enjoy to be in company of LWPD 39 81.3 6 12.5 3 6.3

I don’t like company of other learner 9 18.8 38 79.2 1 2.1

The results in Table 4.8 show that majority of the learners (75%) disagreed with the fact that the

other students discriminate them while only 11% agreed that they are discriminated. Apparently,

LWPD felt loved (85.4%) by the other learners and as a result majority agreed (77%) they are

not aloof. They related well with others (85.4%) and enjoyed company of both learners with and

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without disabilities. Comparatively, small number of learners with severe disabilities was often

aloof 22.9%, often didn’t relate well with others 10.4%, and didn’t enjoy the company of others

18.8%. This is in line with Chickering theory as pointed out by Leigh (2002) that the degree of

psychosocial development depends on severity of disability, age of its onset, the degree of

visibility, emotional support and encouragement the child gets from parents and significant

others. The attitude of people towards the child’s social status with his/her peers affects the

child’s psychological development, (Emily 2002).

Most LWPD were found to interact freely with learners without disability (72.9%) than with

their counterparts (56.3%). This concurs with the fact that integration helps the children with

special conditions to interact with their peers. The results are similar to Mutisya (2004) who

found that for physically challenged children, self-concept depend on the way they view their

disabilities and the way others view them. The study also indicated that in course of daily living,

some LWPD do feel pity amongst themselves (77.1%). Physically challenged children may react

negatively to their disabilities and hence develop poor self-concept.

4.5.3 Qualitative Results of Teacher-counselors and Support staff Opinion on Sociological

Challenges Facing LWPD

Qualitative results from both the teacher-counselors and support staff show that a high number of

LWPD integrated into mainstream schools relate quite well with the ‘normal’ learners. A few of

the participants felt that the students relate poorly with others who are not physically challenged,

while the other described the relationship as fair. These findings concur with the quantitative

results from the teachers and learners.

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Majority of the interviewees felt there was warm peer acceptance between the physically

challenged learners and the ones without disabilities, this was in agreement with the quantitative

analysis which presented by the same number. Few of them felt there was a poor peer acceptance

between learners with physical disabilities and the ones without.

Almost all the interviewees described the relation among learners with physical disabilities as

very good. They said this could be because they identify easily with one another and have more

that unites them. All the teachers and support staff unanimously agreed; there was no labeling of

students with physical disabilities neither from the peers nor from the teachers. The same

percentage expressed that the students did not enjoy the warm relationship in their families. The

following are some interview transcripts of the learners’ sharing with some of the participants:

“In class my classmates are always willing to assist me. I have friends who are
concerned about me while few other are rude and don’t care whether am able
or not”.

“Even though most of the times I am alone, it is not because my classmates

don’t love but because am often thinking about the problems in my family. My
parents are often fighting, makes me feel bad. Am happy to be in this school”

“I wish I am like my brothers and sisters. When we are at home they go with
my parents to visit my uncles and aunts and live me in the house because I
can’t freely like them. Even on Sunday they go to Church and leave me behind
alone”.

The participants’ responses in the above interview transcripts revealed the situations at homes of

some impaired learners. The interview transcripts together with the information got from the

interviewees clearly showed a high number of the learners feel more comfortable at school than

in their homes. They lack a sense of belonging in the places they would otherwise call home.

School environment seem to compensate for what they lack.

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These results of sociological challenges facing LWPD are in agreement with Chickering’s theory

of psychosocial development which argues that not only does change occur in the students’

academic and social development, but also in their psychosocial development (Leigh 2002).

Muigai (2012) argues that discrimination and isolation impede education of girls with physical

disabilities; lack of conducive school environment and structures discourage girls with physical

disabilities from continuing schooling. The findings show the learners are not discriminated

neither isolated, thus can go through psychosocial developmental stages as suggested by Leigh

(2002). Melinda (2008) also reported that students are more likely to remain enrolled in an

institution if they become connected to the social and academic life of that institution. She

continues to say that, students who become integrated into an institution by developing

connections to individuals are more likely to persist than those who remain on the periphery.

From the findings it is clear that LWPD enjoy warm social relationship from their fellow peers,

teachers and support staff. This impacted positively on integration in the new environment.

Comparatively, integration program according MOE (2005) is aimed at removing existing

barriers that make them become anti-social members of the society. However a minimal number

of LWPD don’t interact freely with their counterparts, therefore there is a great need to offer

counseling services to physically impaired children both in the rehabilitation centers and in the

mainstream schools. It is a known fact that disability always has some emotional problems tied

to it. The impaired student may see that they are different from other students and keep on

nursing the trauma of disability as they grow up. This greatly inhibits psychosocial growth and

development. Keitany (2012) echoes similar sentiments when he says counseling and interactive

integration can be open doors to exposure and experiences that the child needs in order to grow

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in competence, to become a person sure of his/her worth and appreciative of the worth of others,

and thus live with zest and know joy.

The study show that learners whose early experiences was unsatisfactory, inconsistent, unhappy

their social life is affected. Their relation with others not physically challenged is strained. It is

easier to identify more with others who share the same suffering. The severe the disability the

greater the risk physiological and social maladjustment. These include learners confined on a

wheelchair and those imputed after an accident or an ailment. To assist these learners to come

out of their cocoons of self-pity they should be offered opportunity to interact with others freely

and feel accepted in the school community regardless of their disabilities. Teachers and school

counselors have a great role to play in the lives of physically challenged learners as well as their

parents. Social acceptance of physically challenged children in school community is a way of

helping them to view their disability more positively.

4.6 Results on In-school Related Factors posing as a Challenge to LWPD

4.6.1 Teachers’ Perspective on In-school Related Factors posing as a Challenge to LWPD

The aim of this research question was to investigate in-school factors posing as challenges to

learners living with Physical disabilities integrated in mainstream selected schools in Nyandarua

County. Statistical analysis was carried out and the results presented in Table 4.9.

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Table 4.9 Quantitative Results of Teachers’ View on In-school factors

Factor/ Variable Agree Uncertain Disagree

F % F % F %
School structures are adapted to cater for LWPD 6 30.0 - - 14 70.0

LWPD participates fully in co-curricular activities 5 25.0 - - 15 75.0

LWPD don’t participate in school activities 16 80.0 - - 4 20.0

My school environment is not conducive for LWPD 16 80.0 - - 4 20.0

We have adapted games to cater for LWPD 5 25.0 - - 15 75.0

LWPD are often aloof in co-curricular activities 13 65. - - 07 35.0

Toilets, bathrooms are easily accessible for LWPD 9 45.0 - - 11 55.0

LWPD should be in their own special schools 2 10.0 - - 18 90.0

My school has more to do to improve the structure for 14 70.0 - - 6 30.0

LWPD
Our school facilities are excellent in catering the needs 6 30.0 - - 14 70.0
for LWPD

The results in Table 4.9 shows that majority of the teachers (70%), disagree that the school

structures of their respective school are adapted to cater for LWPD, while only 30% contradicted

with the same. Apparently, a high number of teachers (80%) agree LWPD don’t participate in

school activities and that their school environment is not conducive for the same. The disabled-

unfriendly environments lack of adapted games, and as a result 75% of the learners with physical

impairment are often aloof during games. Majority of the teachers (75%) find physically

impaired students unable to participate in co-curricular activities and thus 70% feel there is great

need to improve to adapt the co-curricular activities to suit LWPD.

From the findings modification of school infrastructures is paramount important; such structures

are, toilets, bathrooms and pathways. The findings are similar to Kenny et al (2000), who posit

that post-primary schools tend to be larger and consist of more complex buildings than primary

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schools, thus moving around the school pose greater challenges for young people with physical

disabilities in particular. Similarly, Mwaura (2002) also reveals that integrated education is

feasible and gives learners with special needs a sense of belonging, widens friendship patterns

and offers more suitable learning opportunities for all learners, however, he cited a number of

barriers and challenges that hamper access to quality education for special needs learners like,

non-inclusive curriculum, dilapidated infrastructure, inadequate teachers and negative attitudes.

Wycliff (2010) highlights environmental barriers that hinder the integration of learners who are

physically handicapped, these are school structures, curriculum among others. Majority of the

students 70% prefer to be integrated schools, these responses contradicts Bookheart (2003), who

argues that students with special needs prefer to be in special schools because they feel safe and

valued, and the special environment has students who are similar to them in ability, and in such

an environment there is no worry of others belittling them. However, the Special Education Acts

(2001), establishes the rights of learners with disabilities to be included in regular schools.

4.6.2 Learners’ Perspective on In-school Related Factors that are a Challenge to LWPD

Learners with physical disabilities integrated in selected mainstream schools were given

questionnaires investigating in-school barriers that pose as a challenge to them in their school

environment. The data was coded, statistically analyzed and the results presented in table 4.10.

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Table 4.10: Quantitative Results on Learners’ Responses on In-school Related Factors that
are a Challenge to LWPD (n=48)

Factor/ Variable Agree Uncertain Disagree

F % F % F %
I feel at home in this school 40 83.3 - - 8 16.7

I would wish to be in another where there learners 16 33.3 1 2.1 31 64.6

with disabilities
I participate comfortably in games in our school 17 35.4 - - 31 64.6

We have adapted games for LWPD 21 43.8 1 2.1 26 54.2

I easily access class room, toilets and bathrooms 19 39.6 - - 29 60.4

I am comfortable where I sit in class 24 50.0 2 4.2 22 45.8

I participate in most of the activities in school 17 35.4 3 6.3 28 58.3

I am not involved in most activities in school 27 66.3 1 2.1 20 41.6

Other students enjoy my company 43 89.6 2 4.2 3 6.3

Other students don’t enjoy my company 5 10.4 2 4.2 41 85.4

The results in Table 4.10 show majority (83.3%) of the participants felt at home in their present

schools. This means they are well adapted in the mainstream schools than in special schools. In

this respect, majority disapprove being in schools solely for learners with disabilities (64.6%). A

high number (89.6%) agree that the other learners enjoy their company, this can be one of the

reasons why they feel at home. However, they strongly feel they are not involved in some

school activities. The study depict most of them do not comfortably participate in games

(64.6%) as well as in various other school activities (66.3%). In addition, the findings show that

there were few or no games adapted for learners with physical impairment in school. The WHO

(2002b) is in line with the findings, it contends that during sports and recreation activities,

individuals learn and share community values and attitudes and gain a better understanding of

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other groups in the society. The fact that only a few participate freely in school activities is a

concern since the WHO(2002b) stresses that games and other physical activities gives young

people opportunities for self-expression, building self confidence, feelings of achievement and

social integration. It further highlights that physical activity is one of the major activities to build

teamwork games that promotes social integration and facilitates the development of social skills

in among students. Similarly, WHO (2005c) asserts that participating in physical activities, time

away from the classroom and studying, may be refreshing as a relief from boredom and time for

mental diversion.

The researcher observed that limitation to accessibilities is as a result of unfurnished school

infrastructures such as pavement, pathways, and staircases amongst others. Many buildings

within the school premises were not physically accessible to learners with impairments. This

therefore remains a challenge to free mobility and accessibility to LWPD in the schools.

4.6.3 Qualitative Results from Teacher-counselors and Support staff Perspective on In-

school Factors that are a Challenge to LWPD

A high number of the respondents affirmed that the school environment is not disabled-friendly.

Eight out of the ten support staff agreed that the dormitory structures are barriers to students with

physical disability especially the ones using wheelchairs and clutches. Three out of the four

teacher-counselors expressed that the school buildings and structures are not adapted to cater for

learners with physical disabilities.

Majority of the respondents felt the students with physical disabilities found it difficult to access

bathrooms and toilets due to the staircases and rough pathways and verandahs. The students who

have severe disabilities suffer more than those whose disability is mild. Relatively small number

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said that the school environment was favorable for learners with physical disabilities while the

others said the environment was fair.

It is a general fact that learners with physical disability require adapted games and field activities

that suit their conditions. A high number (92.8%) of the respondents agreed that the learners

didn’t participate in co-curricular activities, for the obvious reason that they lacked adapted

games which are disabled-friendly. Only 7.8 % felt that the learners with disabilities in their

school were active in co-curricular activities. Such school has provided games like adapted net

ball, volley ball and in-door games, as reported by the researcher in the observation schedule.

The above findings concur with Mwaura (2002) who cites a number of barriers and challenges

that hamper access to quality education for special needs learners, like non-inclusive curriculum,

dilapidated infrastructure, inadequate teachers, cultural prejudice and negative attitudes. He

further says, unfriendly-school structures continue to be a major challenge to LWPD even in the

modern institutes of education.

According to the Kenyan Constitution, persons with disabilities are entitled to enjoy all the rights

and fundamental freedom set out in the Bill of Rights. The findings of this study go hand in hand

with the Persons with Disabilities Act (2003), which requires learning institutions to take into

consideration the special needs of persons with disabilities with respect to entry requirements,

pass marks, curricula, examinations, school facilities and class scheduling, among others. In

Kenya, the Disability Standards of Education (2005) support the enrolment and full participation

of students with disabilities in mainstream schools. All in all, if this is to come to full

implementation there is urgent call for County Government through the District Education Office

to create a barrier-free environment for learners with physical impairment in all mainstream

schools. From the study, it clearly stands out that, mobility is one of the major difficulties which

92
physically challenged learners encounter hence should be facilitated. Therefore, pavements,

classrooms, washrooms, dormitories and other structural environment should be made accessible

to them. The area around the and within the school compound should be free from architectural

barriers which can cause mobility and emotional disturbances. Physically impaired learners

should be able to move freely with their wheelchairs, crutches and prosthesis. According to

Smith, et al (2001), the cure to the problem of disability lies in the restructuring of the society

and not focusing on the individual impairment, it is the school’s responsibility to re-adjust to

meet the learners’ needs but not the learner to adjust to meet the requirements.

4.7 Quantitative Results on Teacher- related Factors posing as a Challenge to LWPD

4.7.1 Results on Teachers’ View on Teacher-related Factors that Challenge LWPD

This research question aimed at investigating teacher-related factors that pose as a challenge to

integration of learners with physical disabilities in selected mainstream schools in Nyandarua

County. Statistical analysis was carried out and results were presented in table 4.11.

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Table 4.11 Quantitative Results on Teacher- related Factors posing as a Challenge to LWPD

Factor/ Variable Agree Uncertain Disagree

F % F % F %
I am trained or well prepared to handle LWPD 7 35.0 - - 13 75.0

I’m not trained but my experience has given me 10 50.0 - - 10 50.0

skills to handle LWPD
Teachers often label LWPD 1 5.0 - - 19 95.0

I am enthusiastic and warm towards LWPD 18 90.0 - - 2 10.0

I’m aware of the number of LWPD in my class 16 80.0 - - 4 20.0

Relation between teachers and LWPD in my 10 50.0 - - 10 50.0

school is very good
In sitting arrangement I consider LWPD 17 85.0 - - 3 15.0

I am not very concerned where LWPD sit in my 2 10.0 - - 18 90.0

class
I am aware of the challenges that LWPD face in 13 65.0 - - 7 35.0
our school
I teach LWPD coping mechanism to improve 2 10.0 - - 18 90.0
their lives in school
LWPD come for guidance and counseling 3 15.0 - - 17 85.0

I ensure LWPD are comfortable in the school 10 50.0 - - 10 50.0

The results presented in Table 4.11 indicate the majority of the respondents, (75%), were well

trained to handle learners with disability. This is in line with Cruickshank, Jenkins and Metcalf

(2003) who asserts that good teachers are caring, supportive, concerned about the welfare of the

students, knowledgeable about their subject matter, able to get along with parents and genuinely

excited about the work that they do . Almost all the class- teachers affirmed that most teachers

(90%) are enthusiastic and warm to the LWPD and that do not label the learners with disability

(95%). Cruickshank et al (2003) reported that effective teachers are enthusiastic, have warmth

and posses a sense of humor. Although, majority of the respondents are aware of challenges

faced by LWPD, show concern and are considerate, their relation with LWPD is not very strong.

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As a result, minority of LWPD (15%) go for guidance and counseling. However, qualified

teacher counselors are very few in our Kenyan schools, Kitty (2011), echoes the same when he

says, lack of enough guidance and counseling teachers impact heavily on learners who are

physically challenged.

Related to the findings, is the National Special Needs Education Policy Framework (2009)

which contends that training is essential to improve counseling of learners with special needs and

their families, developing self reliance and confidence in them in order to improve their self-

image. It is a requirement in schools to have a department of guidance and counseling, however,

it is not enough if the government doesn’t provide qualified teacher-counselors in mainstream

secondary schools. The study further depicts that neither teacher’s training nor experience does

contribute to teaching of coping mechanism to LWPD. This contradicts Koech Commission

(2001) which declares that the Government’s aim is to train primary school teachers in special

education at Kenya Institute of Special Education (KISE) as well as in tertiary and university

levels in order to improve the national capacity of teachers of special education in regular

schools.

The findings further show that 95 % of the teachers don’t label LWPD. Sitinei and Mulambula

(2012) argue that integration involves trying to make the lives of people with disabilities as much

like the lives of non-disabled people as possible. This include dropping most of the labels used

to describe disabilities, emphasizing the civil rights of disabled people as stressed by

Commission of Human Rights (2000). At the same time, fostering treatment of disability,

developing technology that enhances the independent functioning of people with disabilities, and

encouraging the non-stereotyped portrayal of people with disabilities in the mass media.

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4.7.2 Learners’ Response on Teacher- related factors that are a Challenge to them

Table 4.12 Quantitative Results on Learners’ Response on Teacher- related factors that are
a Challenge to them

Factor/ Variable Agree Uncertain Disagree

F % F % F %
My teachers handle 41 85.4 1 2.1 6 12.5
LWPD with respect
My teachers are harsh and 5 10.4 6 12.5 37 77.1
cruel
My teachers cater for my 27 56.3 1 2.1 20 41.7
needs promptly
When in problem at 29 60.4 1 2.1 18 37.5
school, I seek help from
teachers
My teachers are loving 36 75.0 7 14.6 5 10.4
and caring
Teachers in our school 13 27.1 1 2.1 34 70.8
don’t care if I have a
disability or not
My teachers are friendly 31 64.6 5 10.4 12 25.0

My teachers do not care 12 25.0 3 6.3 33 68.7

about me
In sitting arrangement my 33 68.7 1 2.1 14 29.2
teacher consider me
My teacher don’t care 12 25.0 - - 36 75.0
where is sit in class

The results in Table 4.12 indicate most of the participants portrayed positive attitudes of teachers

towards the establishment of conducive school atmosphere for learners with physical impairment

integrated in mainstream secondary schools. Majority of participants responded that teachers

handle LWPD with respect (85.4%) and are not harsh (77.1%). Irrespective of the demands,

teachers are described to exercise high degree of preparedness to serve LWPD. Similar to the

findings, Sitienei and Mulambula (2012), assert that the extent to which one can adjust to

psychosocial development depend on significance of disability, value of self-perception in

relation to the rest of the world and acceptance by the society. The study further showed that

teachers promptly attend LWPD needs 56.3%, care about them 70.8% and portray a loving and

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caring attitude 75.0%. In addition, teachers are indicated to show concern in areas like sitting

arrangement in class 75.0%; this enhances the relation between teachers and learners. It is a

small number (25.0%) that felt their teachers didn’t care where they sit in class.

4.7.3 Qualitative Results on Teacher-counselor and Support staff Teacher –related Factors

that are a Challenge to LWPD

The findings showed that majority of the teachers related warmly with LWPD while described

their relation as fair. Most of the respondents viewed LWPD as able, talented and full of

potentials and the only hindrance was the environment that is not conducive to help unleash

these gifts. A few of them viewed the LWPD as people who deserved pity while only a small

percentage viewed them as weak and disabled. All the respondents agreed that LWPD are not

labeled or branded names neither by teachers nor by other students. The four teacher-counselors

all reported that most of the issues highlighted by the learners during counseling sessions are on

family background; relation with parents and siblings. The findings are in line with Monsen and

Norah (2003) study which found that children taught by teachers who espoused highly positive

attitudes towards mainstreaming were found to have significantly higher levels of classroom

satisfaction and marginally lower levels of classroom friction than children taught by teachers

with less positive attitudes. The fact that most of the teachers are loving and respectful motivates

a high number of learners to seek assistance from the teachers when in difficult. Comparatively

these findings can be likened with Moran and Abbot (2002) who found that teachers' attitudes

are strongly influenced by the nature and severity of the disabling condition presented to them

(child-related variables) and less by teacher-related variables.

Physically challenged learners are capable of doing well in schools, hence there is need to be

assisted to fit well in any educational program in order to unleash their potentials. Those with

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mild disability should be integrated in public primary schools while those with very severe

disabilities need to be given priority in special schools. The Government needs to provide special

trained teachers to mainstream schools. Remedial classes should be given especially when they

miss school due some medical issues. These learners may not move at the same rate with their

classmates and so they greatly need some emotional support and understanding from the

teachers. The researcher also found that learners with mild disability were outgoing and

interacted more freely.

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 CHAPTER FIVE

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS OF THE STUDY

5.1 Introduction

This chapter presents a summary of the research findings, conclusions, recommendations and

finally gives suggestions for further studies.

5.2 Summary

According to the Ministry of Education (MOE), the main objective of special education program

is to assist persons with disability to realize their potentials and to participate fully in social life.

To achieve this, the MOE recommends that physically handicapped children be integrated with

normal children in regular schools to receive inclusive education, (GOK Sessional Paper No. 6,

1988). Inclusive education philosophy ensures that schools, learning environments and

educational systems meet the diverse needs of all learners in the least restrictive environment

irrespective of their physical, intellectual, social, disability and learning needs. Despite the

government relentless effort to implement this policy, there are still a number of challenges

facing physically impaired learners which consequent to dropping out of school, regression in

performance and resistance to integration. This study was set to find out psychosocial challenges

facing learners with physical disabilities integrated into selected mainstream secondary schools

in Nyandarua County, Kenya.

The study was guided by four research questions; psychological and sociological challenges

facing LWPD in their mainstream schools, in-school related factors that pose as a challenge and

teacher related factors. The study used mixed method paradigm; both descriptive cross-sectional

and naturalistic phenomenology designs to collect the information needed. Both probability and

non probability sampling was used to select the sample; 20 teachers, 48 students, 4 teacher-

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counselors and 10 support staff. Tools used to collect data were questionnaires for teachers and

the students, and interview guide for teacher counselors and the support staff. Convergent model

was used to analyze and interpret the data collected. Quantitative data was analyzed using

Statistical Package for Social Sciences (SPSS) version 19.0 and presented using frequencies,

means and percentages while qualitative data was analyzed and categorized into themes and

presented in form interview transcript and narratives.

5.3 Main Findings

From the study it is evident that learners with physical disabilities in integrated schools suffer

low self-esteem. They themselves as well as their teachers are aware of this fact. The physically

challenged children find it very hard not only to fit into the world of non-disabled people but also

in their own families where they are born and bled. Parent and significant others find it hard to

accept and love then unconditionally. Psychologically as they grow up they are affected and

these precipitate to low self-esteem as they advance in age. Sitienei and Mulambula (2012 )

argues that the degree of psychosocial development depends on severity of disability, age of its

onset, the degree of visibility, emotional support and encouragement the child gets from parents

and other significant figures.

It was found that the learners with physical disabilities warmly enjoy peer acceptance and the

both the teachers and the support staff interact with them freely. As a result they feel at home and

thus prefer to be in integrated school than in special schools. This is in favor with the

government policy of integration and the Disabled People act (2011) education for all without

discrimination. Surprisingly, a number of the learners prefer being in school to home. This is

quite evident from those who feel they are not loved and are seen as a burden in the family.

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Alarmingly, the study found that the school structures are not disabled friendly. School

facilities; classrooms, verandahs, bathrooms, were not accessible to learners with wheel chairs,

clutches and prosthesis. Physically impaired students find it difficult to move freely within the

school compound. Worse still is lack of adapted game to accommodate learners with physical

disabilities. An enabling and supportive environment for physically handicapped children would

minimize psychological and sociological problems the learner may face in the learning

institutions. Social model theory of disability emphasizes on first seeing the strength of the

learner rather than the disability unlike the society’s view. In an inclusive setting, it is the

school’s responsibility to re-adjust to meet the learners’ needs but not the learner to adjust to

meet the requirements of the school.

Teachers with special training are very few in the mainstream schools. Even though most of the

teachers are graduate teachers, very few had undergone training in special education. This limits

them in handling learners with disabilities especially those with multiple disabilities. Teacher’s

preparation and attitude is paramount in performance of integrated learners.

5.4 Conclusions of the Study

Parents and siblings of physically challenged children have a leading role in molding of self-

concept of learners with physical impairment. The way these children are brought up in the

family dictates a lot on how they will view their disabilities, hence be integrated into the society.

It is apparent that many parents of children living with disabilities find it hard to nurse the stigma

of disability. From the findings it is clear that there is great need to sensitize the parents the

understanding of children with disability from the onset, for the child to grow in an environment

where he\she feels accepted and loved.

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Warm social relationship from their fellow peers, teachers and support staff, impacts positively

on integration of physically impaired learners in the new environment. There is great need to

offer counseling services to physically impaired children both in the rehabilitation centers and in

the mainstream schools, to help the student come out of the stigma acquired from the society. It

is a known fact that disability always has some emotional problems tied to it. The impaired

student may see that they are different from other students and keep on nursing the trauma of

disability as they grow up. This greatly inhibits psychosocial growth and development. It is

through the intervention of a psychological counselor that the learner will learn that disability is

not disability. Equally important is the assurance they get from the significant others and the

community at large to help them accept their disabilities, unleash their potentials and move on

with life.

In Kenya, the Disability Standards of Education (2005) support the enrolment and full

participation of students with disabilities in mainstream schools. All in all, if this is to come to

full implementation, there is urgent call for County Government through the Districts Education

Office to create a barrier-free environment for learners with physical impairment in all

mainstream schools. From the study it clearly stands out that mobility is one of the major

challenges which physically challenged learners encounter. Therefore, pavements, classrooms,

washrooms, dormitories and other structural environment should be made accessible. The area

around the school and within the school compound should be free from architectural barriers

which can cause mobility and emotional disturbances. Physically impaired learners should be

able to move freely with their wheelchairs, crutches and prostheses.

Physically challenged children are capable of doing well in schools, hence there is need to be

assisted to fit well in any educational program in order to unleash their potentials. Those with

102
mild disability should be integrated in public primary schools. Those with very severe disabilities

need to be given priority in special schools. The Government should provide special trained

teachers to mainstream schools. Remedial classes should be given especially when they miss

school due some medical issues. These learners may not move at the same rate with their

classmates and so they greatly need some emotional support and understanding from the teachers

and the peers.

5.5 Recommendations of the Study

Following the findings of the present study, the researcher has the following recommendations to

make to teachers, administrators in rehabilitation centers, County Education Office and the

Ministry of Education.

Although the Government has made progress in the provision of educational services for persons

with special needs and disabilities, there is great need for training and in service of teachers who

handle learners with special needs. It should also strengthen Educational Assessment and

Resource Centers (EARCs), through increased budgetary allocation and equipping of appropriate

tools and skills for early identification and assessment; for proper placement at an early age.

There is great need for rehabilitation centers to employ qualified counselors to accompany the

physically impaired children/learners during the time of rehabilitation. The rehabilitation should

not only stress on physical treatment, but also equally important is the psychological treatment.

This is because disabled persons, especially children, face a host of problems as a result of their

special needs. Many children with special needs live in hostile, bleak environments, where their

safety and security is compromised and their future jeopardized. Often they feel disempowered

and marginalized, and largely remain voiceless. It’s the role of the rehabilitation centers and the

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schools where they are later integrated to help them come out of these cocoons inbuilt by the

society, in order to unleash their potentials thus lead fulfilling lives.

There is an alarming call for comprehensive implementation of inclusive education policy and

proper guidelines on mainstreaming of special needs education at all levels and in the country.

This can be reinforced through the District Education offices and County Directorate of

Education offices. This includes improving the school infrastructures and school facilities for a

disabled friendly environment.

There is need to establish of programs that create awareness to parents on issues of disabilities

and how to cater for children/learners living with disabilities. Family members often find their

impaired children as a burden and as a result they are discriminated from the other siblings.

Holding seminars and workshops for parents and other family members would improve their

understanding and knowledge about the different disabilities. It would also make them aware of

their roles to assist them to maximize their abilities and thus function at their best.

5.6 Suggestions for Further Research

The following areas are suggested for further research:

1. Effects on psychosocial challenges facing learners with physical disabilities on

academic performance

2. Challenges faced by children with physical impairment in their families.

3. Impact of serving physically impaired children on care takers’ personality.

4. Challenges faced by parents as they bring up physically impaired children.

104
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 CONSENT TO PARTICIPATE IN RESEARCH

Dear Respondent,

You are kindly requested to participate in the research conducted by Sr. Pauline Waititu , a Post
graduate student in Catholic University of Eastern Africa, as a part of her graduation
requirements for a Master’s in Counseling Psychology. The study intends to solicit information
from teachers, students and support staff on challenges facing learners with physical disabilities
from Olkalou rehabilitation centre integrated in the selected secondary schools in Nyandarua
County. Students with physical disabilities will be requested to answer the questionnaires as well
as their class-teachers. Support staff and teacher-counselors are requested to participate in an
interview that will be guided by the researcher.

This is in view of establishing ways of overcoming and improving challenges encountered by

integrated learners with physical disabilities in the selected secondary schools. It will also help to
create a disabled–friendly environment conducive for learners with disabilities.

Your participation in the study will be kept confidential; however, the results of the study will be
aggregated and published as a thesis project and may also be shared with the public. You are not
required to provide your name or any demographic information that may identify you personally
on the questionnaire or during the interview. The consent forms and the questionnaires will be
discarded upon the completion of this study; October, 2013.
Thank you for your generous participation.

Participant’s Signature______________________________________________

112
 QUESTIONNAIRES FOR STUDENTS (Appendix 1)

Tick in the spaces provided

Section A. Demographic information

1. Sex ….. A) Male B) Female

2. What is your Age a) 12---14yrs (_____) b) 14----16yrs (_____)
c) Above 16yrs (____)
3. Name of the school ………
A) Kiganjo B) Nyandarua C) Olkalou D) Leshau E ) Salient
4. I am in Form …… A) 1 B) 2 C) 3 D) 4

Section B. Psychological Challenges

Factors Strongly Agree Uncertain Disagre Strongly

Agree e Disagree
I see myself as a disabled person

I see myself as any other learner in my

class
I’m appreciated and loved in my
school
Nobody cares about LWPD in our
schools
LWPD should be in a school of their
own
LWPD should be in the same school
with learners without disability
I see myself as a happy person

I see myself as a sad person

I am full of energy

I am a weak person

113
 Section C. Sociological Challenges
Factors Strongly Agree Uncertain Disagree Strongly
Agree Disagree
The other students discriminate me

I am loved by my classmates

In school I interact more with

LWPD
I interact freely with learners
without disabilities
I sympathize with others who are
disabled
I don’t feel mercy for LWPD in our
school
I relate very well with others

I am often aloof or alone

I enjoy to be in the company of

LWPD
I don’t like company of other
learners

Section D. In-school factors

Factors Strongl Agree Uncertain Disagree Strongly
y Agree Disagree
I feel at home in this school

I would wish to be in another where there

learners with disabilities
I participate comfortably in games in our
school
We have adapted games for LWPD

I easily access classrooms, toilets and

bathrooms easily
LWPD need to be in their own special
school
I easily access bathroom and toilets
It’s difficult to access bathrooms& toilets
Other students enjoy my company

Section E. Teacher – related factors

114
Factors Strongly Agree Uncertain Disagree Strongly
Agree Disagree

My teachers handle learners with

disabilities with respect
My teachers are harsh and cruel

My teachers cater for my needs

promptly
When in problems at school, I seek
help from teachers.
My teachers are loving and caring

Teachers in our school don’t care if I

have a disability or not
My teachers are friendly

My teachers do not care about me

In sitting arrangement my teacher

consider me
My teachers don’t care where I sit in
class

115
 QUESTIONNAIRE FOR TEACHERS (Appendix 11)

Tick in the space provided

Section A. Background information
1. Gender a. Male __ b. Female __
2. Level of Education a. Graduate __ b. Diploma holder __
c. Special trained teacher__ d. School counselor __
3. Role a. Class teacher __ b. Teacher Counselor __ c. School Principal __
4. Teaching experience below 5yrs b. 5-10yrs c. 11-20yrs d. above 20yrs

Section B. Psychological Challenges

What’s your opinion about LWPD in your school? Tick on the spaces provided.
Factors Strongly Agree Uncertain Disgre Strongly
agree e Disagree
LWPD in my class feel discriminated

LWPD mostly have low self-esteem

LWPD often seek for special attention

LWPD shows a sense of belonging in

school
A high sense of self-esteem is
portrayed by LWPD
They don’t require to be treated in a
special way
LWPD are often aloof

LWPD interact freely with others

LWPD seem energetic/full of vigor

LWPD are weaklings

116
 Section C: Sociological Challenges
Factors Strongly Agree Uncertain Disagre Strongly
Agree e Disagree
LWPD interact with others in school
freely

LWPD enjoy warm peer acceptance

Relation between LWPD and other

learners is very good

LWPD are often withdrawn

LWPD are isolated by the other learners

Relation between LWPD and others is

very poor
LWPD often find faults with the other
learners
LWPD relate freely with others

They are sociable and approachable

They like to be by themselves

Section D. In-school factors

Factor Strongly Agree Uncertain Disagree Strongly
Agree Disagree
In my school structures are
adapted to cater for LWPD

LWPD participate fully in co-

curricular activities

LWPD don’t participate in school

activities

My school environment is not

conducive for LWPD

We have adapted games to cater

for LWPD
LWPD are often aloof in co-
curricular activities

117
Toilets, bathrooms are easily
accessible for LWPD
LWPD should be in their own
special schools
My school has more to do to
improve the structure for LWPD
Our school facilities are excellent
in catering the needs for LWPD

Section E. Teacher – related factors

I am trained or well prepared to
handle LWPD

Am not trained but my experience has

given me skill to handle LWPD
Teachers often label LWPD

I am enthusiastic and warm towards

LWD
Am aware of the number of LWPD in
my class

Relation between teachers and LWPD

in my school is very good

In sitting arrangement I consider

LWPD
I am not very concerned where
LWPD sit in my class
Am aware of the challenges that
LWPD face in our school
I teach LWPD coping mechanism to
improve their lives in school
LWPD come for guidance and
counseling to me
I ensure LWPD are comfortable in the
school

118
INTERVIEW GUIDE FOR TEACHER COUNSELORS (Appendix III)

1. Male __ Female ___

2. Sex __
3. Teaching experience __
Psychological challenges
4. As a teacher in charge of counseling department how frequent do LWPD come for
counseling sessions? What could be the reason? What are the pertinent issues?
5. What problems do they commonly present during the counseling sessions? Are they
social, psychological, medical or economical?
6. Are LWPD discriminated in your school? Reasons to the answer given.
7. Do LWPD feel loved by their peers? Reasons to the answer.
Sociological challenges
8. In your school how do teachers perceive learners with disabilities? Any negative attitude?
9. How do other learners perceive them? Any negative attitude?
10. Are LWPD labeled in your school? If they are give an example
11. How can you describe the relation between LWPD and other learners?
In-school related factors
12. LWPD have both and basic and special needs. Basic needs include education and health
services, how do you meet their special needs in your school?
13. Are the structures in your school favorable to LWPD? To what extent?
14. Do LWPD easily access bathrooms toilets dormitories etc in your school?
15. As a school counselor do you hold forums to sensitize teachers and other students on
their roles and responsibilities towards their children with physical disability? In case you
do, how often?
Teacher-related factors
16. As a school counselor do you encourage or discourage dependence in LWPD? Why?
17. In your opinion how do other teachers view LWPD in your school? Weak, desperate?
18. Are teachers in your school qualified to handle learners with special needs?
19. How can you describe the relation between LWPD and their teachers? To what extent?

119
 INTERVIEW GUIDE FOR SUPPORT STAFF (Appendix IV)
1. Male __ Female ___
2. Sex __
3. Working experience __
Psychological challenges
4. Are LWPD isolated in the dormitories by the other students? If yes, why?

5. Are LWPD withdrawn during weekends and they are out of classes?

6. Do the other students label LWPD? Examples of labels.

Sociological challenges

7. How do they interact with others outside class? Outside, in the hostels …

8. Is there a warm peer acceptance towards LWPD? How can you describe it?

9. How do you relate with LWPD in your school? Cordial, warm, fearful?

10. Are LWPD comfortable to be in this school? Do they feel at home?

In-related school factors

11. In your view which are the challenges faced by the learners with disability in this school?

12. How do they cope with these challenges?

13. What can the school do to facilitate proper learning of learners with disability in your

school?

14. Are the facilities in your school disabled friendly? How can they be improved?

Teacher-related factors

15. How do teachers view LWPD in your school? How do you view them?

16. How can you describe the relation between LWPD and their teachers?

17. According to you do teachers in your school have enough experience to handle LWPD?

120
 APPENDIX V: OBSERVATION SCHEDULE

Participation in class Yes No

Classroom participation ( ) ( )
Taking group work and work done by the child ( ) ( )
Isolation in sitting arrangement ( ) ( )
Sharing learning materials ( ) ( )
Interpersonal relationship
Examples of interaction with others ( ) ( )
Playing with other children outside classroom ( ) ( )
Participation in social activities such as singing ( ) ( )
Relationship with teachers
Involvement with LWPD like guidance, ( ) ( )
Separating books and isolating the learner ( ) ( )
View of self-concept
Fear i.e. can the child stand and talk in front of others? ( ) ( )
Shame and self pity ( ) ( )
Loneliness, disturbed ( ) ( )
Blame –withdraw from other children ( ) ( )
Absenteeism – register ( ) ( )

Learning environment

Classrooms – sitting arrangement ( ) ( )

Toilets and bathrooms adapted ( ) ( )

Pathways and verandahs ( ) ( )

121