Analysis Of Determinants Of Access, Retention And Education Achievement Of Learners With Intellectual Disabilities In Embu Special School, Embu County, Kenya

ABSTRACT

The study sought to analyze determinants of access and retention of learners with intellectual disability in Embu Special School for learners with intellectual disability in Embu West District. The study adopted a descriptive research design, with both qualitative and quantitative methods. The target population comprised of 140 learners, 20 teachers, 1 Head teacher, 280 parents and 4 EARC officers in Embu special school. The study used purposive sampling to select teachers, head teacher and EARC officers. Simple random sampling was used to select parents and stratified random sampling to select learners. The sample size was 42 learners, 10 teachers, one head teacher, 42 parents and 2 EARC officers. Data w as collected using questionnaires, interview schedules and observation schedules. Data was analyzed using the SPSS software package to yield descriptive statistics. The study established that both rates of the access and retention of learners with intellectual disability in Embu special school were good. The major factors that influence both access and retention of learners in Embu special school are adequacy of financial support, poor levels of community and parental awareness of the importance of SNE for children with ID, limited vacancies, and social stigmatization of learners with ID. The study also established that there was adequate infrastructure, financial support and personnel in the school. The school provided an enabling environment and a flexible curriculum for learners with ID. Majority of learners acquired skills for personal care, eating and social skills. The researcher made the following recommendations: MoEST should increase the financial allocation of a child with ID per year; the government should expand the facilities to accommodate a wider range of children with disabilities; stakeholders should undertake an awareness campaign to highlight the plight of learners with ID; the teachers should receive constant upgrading and updating of their education through in-service programs or through institutionalized study programmes; there is a need to explore in depth the relevance of the curriculum subjected to learners with intellectual disability and future researchers need to investigate the extent of the sensitization given to the communities on SNE.