Waititu, Pauline (2013) Psychosocial Challenges Facing Integrated Learners with Physical Disabilities in Selected Mainstream Secondary Schools: A Case of Ol’kalou District in Nyandarua County, Kenya. Masters thesis, Catholic University of Eastern Africa.
![[img]](http://thesisbank.jhia.ac.ke/style/images/fileicons/application_pdf.png) |
PDF (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.pdf - Accepted Version Restricted to Repository staff only Download (609kB) | Request a copy |
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 teachercounselors 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.
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools L Education > LC Special aspects of education |
| Divisions: | Africana |
| Depositing User: | JHI Africa |
| Date Deposited: | 27 Sep 2017 14:34 |
| Last Modified: | 27 Sep 2017 14:34 |
| URI: | http://thesisbank.jhia.ac.ke/id/eprint/2420 |
Actions (login required)
 |
View Item |