INFLUENCE OF PHYSICAL FACILITIES AND INSTRUCTIONAL MATERIALS ON THE TEACHING OF SPECIAL NEEDS LEARNERS IN PUBLIC PRIMARY SCHOOLS IN KENYA
Abstract
Even though education is a basic human right, it is still hard for children with special needs to go to school. It is from this perspective that this study was designed to assess how learning resources are a determining factor in teaching learners with special needs in public primary schools in Kenya. The article is an extract of a study that was conducted in the Machakos Sub-County of Kenya in 2022. The study sought to assess how the availability of physical facilities and instructional materials influences the teaching of learners with special needs in public primary schools in Machakos Sub-County. The study was based on Albert Bandura's Social Learning Theory and used a descriptive survey research method. The target population was 62 head teachers, 802 teachers, and one curriculum support officer for special needs. The sample size included 80 teachers, three head teachers, and one curriculum support officer for special needs. Data was collected through the use of questionnaires for the teachers, an interview schedule for head teachers, and one curriculum support officer for special needs education. The results showed that the physical facilities in most of the surveyed schools were inaccessible to learners with special needs. Toilets were deemed to be the most inaccessible to learners with special needs. The study also found that the government and parents were the key sources of learning materials for learners with special needs. The study concluded that most facilities in public primary schools were not suitable for use by learners with special needs. It also concluded that most inclusive schools did not have teaching resources tailored to teaching learners with special needs. The study recommended that the government should ensure all school infrastructure in inclusive schools are favourable to learners with special needs. Further, the study recommends that teachers improvise play items and learning materials that cater to children with special needs.
Keywords: Instructional Materials, Physical Facilities, Special Needs Education
CITATION: Long'ore, P. L., Cheloti, S. K., & Mwanza, R. (2023). Influence of physical facilities and instructional materials on the teaching of special needs learners in public primary schools in Kenya. The Strategic Journal of Business & Change Management, 10 (1), 523 – 532.
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DOI: http://dx.doi.org/10.61426/sjbcm.v10i1.2560
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