TEACHERS’ AWARENESS AND SUPPORT FOR LEARNERS WITH LEARNING DISABILITIES FOR EFFECTIVE INCLUSIVE EDUCATION IN PUBLIC PRIMARY SCHOOLS IN TRANS-NZOIA COUNTY, KENYA

Abstract

This research sought to investigate teachers‟ awareness and support for learners with learning disabilities for effective inclusive education in public primary schools in Trans-Nzoia County in Kenya. The objectives of the study were to: determine the extent to which respondents‟ awareness of learning disability influence the support for learners with learning disabilities in public primary schools in Trans - Nzoia County, establish the support strategies teachers use to support learners with learning disabilities in public primary schools in Trans - Nzoia County, establish the support provided by school administration towards the provision of education for learners with learning disabilities in public primary schools in Trans - Nzoia County, and examine the strategies that can be used to improve teachers‟ support for learners with learning disabilities in public primary schools in Trans - Nzoia County for effective inclusive education. The study was guided by social constructive theory of disability propounded by Vygotsky whose idea on social and cultural context promotes instructional engagement, classroom change and redevelopment of learners with learning disability. In conceptualizing the study the independent variables were teachers‟ awareness and support for learners with learning disabilities while the dependent variable was effective inclusive education. The study was anchored on pragmatism research paradigm that considers a world where reality is socially constructed, complex and open to change. The study was based on a mixed method research methodology which allowed use of quantitative and qualitative research data. The study design was concurrent triangulation design which allows qualitative and quantitative data to be collected concurrently. The study was conducted in Trans - Nzoia County. Simple random technique was used to select 351 teachers and 34 head teachers. Stratified sampling and purposive sampling techniques were used to select 5 Sub County directors of education. Data was collected by use of questionnaires, interview guides and focus group discussions. Face validity of the instruments was established through expert judgement by involving supervisors and two experts from the school of education. Reliability of the instruments was established through pilot study using test retest method. The instruments were reliable at 0.74 for teacher questionnaire. Data collected was analysed using qualitative and quantitative methods. Quantitative data from questionnaires was analysed with the help of Statistical Package for Social Sciences (SPSS Version 21.0).Quantitative data was presented using descriptive; frequencies, percentages, means and standard deviations. Qualitative data was analysed by content analysis method. The study found out that implementation of inclusive education was low by 46.0% in public primary schools in Trans-Nzoia County. The teachers were found to be moderately aware of pupils with learning disabilities by 59.5%, 58.9% of teachers were aware of the support needed by learners with LD and 61% were aware of the administration support for learners with LD. However, despite teachers‟ awareness being high, this did not translate to implementation of inclusive education for learners with LD in public primary schools. The study that despite teacher awareness of LD being high, this did not translate to effective inclusion in public primary schools due to inadequate support from school administration members. The study recommends that teachers should be provided with training on LD, school administration need to provide infrastructure support for LD and Ministry of Education should change curriculum to reflect the needs of LD learners.