Strategies used by learners with physical disabilities to cope with environment in regular primary schools in Mumias sub-county, Kenya

Abstract

ABSTRACT Learners with physical disabilities face various challenges in regular schools which lead to high rate of drop out. Currently the learning environment including the location of institution, buildings, amenities, equipment and furniture pose accessibility challenges to learners with physical disabilities. Segregation and labeling lead to their drop out in regular schools. Teachers lack relevant skills and experience of handling learners with disabilities in regular classes. Despite these challenges faced by learners with physical disabilities in regular schools, Mumias Sub County had the highest proportion of 0.86 compared to Matungu sub-county with 0.83, Butere 0.80 and Khwisero 0.75. The mechanism used by learners with physical disabilities to cope in regular primary schools was not known hence the purpose of this study was to find out the strategies used by learners with physical disabilities to cope with environment in regular primary schools in Mumias Sub County. The specific objectives were to identify strategies used by learners with physical disabilities to cope with physical environment in regular primary schools; determine strategies used by learners with physical disabilities to cope with social environment in regular primary schools and to establish strategies used by learners with physical disabilities to cope with curriculum in regular primary schools. The study used theoretical framework. The study adopted a descriptive survey design. The target population consisted of 32 teachers, 64 regular learners and 21 learners with physical disabilities. Purposive sampling technique was used to select 29 teachers, 64 regular learners and 19 learners with physical disabilities. Data was collected by the use of questionnaire, interview schedule, and observation schedule. Research instruments were presented to lecturers in faculty education to ascertain their face and content validity. Reliability of the instrument was established through a pilot study using 10% of the study population not used in this study. Test-retest method was used to ascertain the instrument reliability and a score of 0.75 for learners with physical disabilities, 0.73 for teachers were attained by using Pearson product correlation. The quantitative data was analyzed using descriptive statistics such as frequency tables and percentages. Qualitative data was transcribed and put into themes and sub themes as they emerged. The findings of the study revealed that peer tutoring 15(78.95%) was a strategy used to cope with curriculum. High self-esteem 13(68.42%) was used in coping with social environment while adaptation 11(57.89%) was used to cope with physical environment. The study recommends that the county government should restructure physical environment to be friendly in regular schools, training teachers in Special Needs Education and positive attitude among learners in regular primary schools. The study concludes that good rapport, high self esteem and peer tutoring enhanced coping of learners with physical disabilities in regular schools. The study would be significant because its findings may be used by other learners with physical disabilities on coping strategies used hence leading to high retention in regular primary schools.