Influence of Special Needs Teachers on Mainstreaming of Learners With Asd in Public Primary Schools in Kirinyaga Central Sub-county, Kirinyaga County, Kenya

Abstract

Educational dynamics play an important role in the mainstreaming of learners with Autism Spectrum Disorders (ASD) into regular classrooms. However, in Kirinyaga Central Sub-county, this is not the case since the number of learners with ASD in public primary schools is low. The purpose of this study was to assess the influence of special needs teachers on mainstreaming of learners with ASD in public primary schools. The study was guided by the dynamic theory of school factors. The study applied mixed methodology and thus adopted concurrent triangulation research design. The target group consisted of 1276 respondents, including 52 headteachers, 104 special education teachers, and 1120 learners with ASD. A sample of 304 respondents was selected using Yamane's Formula. Questionnaires were used to collect data from special needs teachers, interview schedules were used to collect data from headteachers whereas observation checklist was used to collect data from learners with ASD. Qualitative data was processed and presented in a narrative style. Quantitative data was analyzed descriptively with frequencies and percentages and inferentially with Correlation Analysis using Statistical Packages for Social Sciences (SPSS 25) and presented in tables. The study established that the number of learners with ASD enrolled in public primary schools is very low due to the inadequate number of special needs teachers. Thus, the study recommends that the Ministry of Education, through school heads, should recruit more trained special needs teachers in public primary schools