INFLUENCE OF PHYSICAL FACILITIES ON INCLUSION OF LEARNERS WITH PHYSICAL DISABILITIES IN PUBLIC PRIMARY SCHOOLS IN KISII CENTRAL SUB-COUNTY, KENYA

Abstract

The purpose of this study was to investigate the influence of physical facilities on the inclusion of learners with physical disabilities in Kisii Central Sub-County, Kenya. The research adopted the Social Model of Disabilities theory as its foundational framework. It employed a mixed-method approach and concentrated on 124 schools with 124 headteachers, 1949 teachers, and 92 learners with physical disabilities as its participants. The sample participants were selected by utilizing the Krejcie and Morgan (1970) table. The schools and learners with physical disabilities were selected through a simple random sampling technique, while teachers and headteachers were chosen through a stratified random sampling approach. Questionnaires and interview schedules served as the primary data collection tools, while a focus group discussion guide was utilized for engaging learners with physical disabilities. Additionally, an observation checklist was employed to assess school facilities. The piloting of instrument was conducted in a single school. The instrument's reliability was evaluated in the research study through a test-retest analysis. The researcher employed a blend of qualitative and quantitative methodologies for gathering data. The findings revealed mixed perceptions among participants regarding the effectiveness and implementation consistency of inclusive classroom practices such as accessible seating arrangements and adaptive outdoor equipment. The findings underscore the critical importance of physical facilities and in promoting inclusive educational environments. These findings suggest that investing in adequate infrastructure and providing accessible learning materials are pivotal in enhancing educational outcomes and inclusivity for students with diverse needs. Recommendations included fostering collaborative efforts among stakeholders to enhance the implementation and effectiveness of inclusive practices, thereby creating more supportive environments for learners with physical disabilities.