Institutional Factors Influencing Holistic Development Of Autistic Learners: A Case Of Two Public Primary Schools In Uasin Gishu County, Kenya

Children have varying challenges in public primary schools. Majority of autistic children attend public schools and it is important to ensure they receive adequate services. Several institutional factors have been established which affects holistic development of autistic children in Kenyan primary schools especially in rural areas. The purpose of the study was to determine the institutional factors influencing holistic development of autistic learners in public primary schools, Uasin Gishu County. The following were the study objectives: to establish how teacher’s perceptions influence holistic development of autistic learners; to investigate how learning resources influence on holistic development of autistic learners; to establish how learning activities influence holistic development of autistic learners and to identify how teaching methods influence holistic development of autistic learners. The study was anchored on the social learning theory and was guided by the conceptual framework. This study design was descriptive survey and employed qualitative and quantitative approach, where interview schedule, questionnaire and observation were used in data collection. The study targeted 36 respondents from both Sosiani and Central public primary schools in Uasin Gishu County. Hence census method was adopted, where all the head teachers, deputy head teachers and teachers were involved. Piloting to test for reliability and validity of the research instrument was conducted in Nakuru Hills Special School in Nakuru County. Data was analyzed using descriptive statistics which involve frequencies, means, and percentages while inferential statistics involved multiple regression analysis after which data was presented in form of charts, graphs and tables. The study found out that teachers’ perception (β = 0.293, t =3.810, p < 0.05), learning resources (β = 0.309, t = 4.045; p< 0.05), learning activities (β = 0.325, t = 4.055; p < 0.05) and teaching methods (β = 0.367 t = 4.823; p < 0.05) had significant influence on the holistic development of autistic learners in the two public primary schools in Uasin Gishu County, Kenya. The study recommended the need to review the teaching methods used in teaching autistic learners in public primary schools. The government should also provide the necessary ICT facilities to public primary school to enhance learning of autistic learners.