This study sought to find out the predictive capacity independent variables on the retention of pupils with disabilities in mainstreamed primary schools in Bomet County, Kenya. The study adopted a survey research design. The target population consisted of 840 teachers. Yamane formula was used in getting a sample size of 271 teachers. The multi-stage sampling procedure was used. After collecting, coding and analysing the raw data, the study revealed information as follows: provision of appropriate instructional and physical resources significantly influences the retention of pupils with disabilities by 19.2 per cent and 42.1 per cent, respectively. The study findings indicated that there was evidence of a positive and statistically significant relationship between the provision of appropriate physical resources and the retention of disabled pupils (r = 0.828** p < 0.05). Similarly, there exists a positive and statistically significant relationship between the provision of appropriate instructional resources and the retention of pupils with disabilities (r = 0.842**; p < 0.05). Moreover, the findings indicated that there was strong evidence of a statistically significant and positive relationship between appropriate recreational resources and the retention of pupils with disabilities (r = 0.846**; p < 0.05). Finally, the findings indicated that there was strong evidence of a statistically significant and positive relationship between appropriate human resource skills and the retention of disabled pupils (r = 0.866**; p < 0.05). The study recommended that in-service training should be conducted for all regular teachers to enhance knowledge, skills and attitude toward special needs education.
This study sought to establish the influence of the provision of appropriate human resource skills on the retention of disabled pupils in mainstreamed primary schools in Bomet County, Kenya. This research was embedded in Systems Theory by Bertalanffy. The study adopted a survey research design. The target population consisted of 840 teachers. Yamane formula was used to obtain a sample size of 271 teachers. The multi-stage sampling procedure was used. After collecting, coding and analysing the raw data, the study revealed that the provision of appropriate human resource skills significantly influenced the retention of pupils with disabilities by 25.3 per cent. The findings showed that there was strong evidence of a statistically and positive significant relationship between appropriate human resource skills and retention of pupils with disabilities (r = 0.866**; p < 0.05). It was concluded that the majority of teachers lacked professional skills in teaching special needs education, which directly affects the retention of pupils with disabilities (PWDs). The study recommended that in-service training should be conducted for all regular teachers to enhance knowledge, skills and attitude toward special needs education.
This research sought to find out the influence of appropriate instructional resources on retention of pupils with disabilities in mainstreamed Primary Schools in Bomet County, Kenya. The challenge that this study sought to address was low retention of Pupils with Disabilities (PWDs) in mainstreamed schools. This study was embedded in Systems Theory by Von Bertalanffy [1]. It adopted survey research design. The target population was 840 teachers. Yamane formula was applied to get a sample size of 278 teachers. Multi-stage sampling procedure was applied. The findings of the study revealed that appropriate instructional resources significantly influenced the retention of PWDs by = 42.1% (p<0.05). The study also reports a positive and statistically significant relationship between appropriate instructional and retention of pupils with disabilities (r = 0.842; p<0.05). The study concludes that appropriate instructional resources positively and significantly influence the retention of pupils with disabilities. Therefore, when appropriate instructional resources are provided, retention of pupils with disabilities increase and conversely, in the absence of these resources, retention of pupils with disabilities will be challenging. The study recommended that appropriate instructional resources such as textbooks, supplementary curriculum support materials, learning devices or aiders including braille kits, printouts, pointers, embossers friendly to pupils with disabilities be supplied to improve their retention in mainstreamed primary schools.
The objective of the study was to determine the influence of recreational resources on retention of pupils with disabilities in mainstreamed primary schools in Bomet County, Kenya. This study is embedded in the Systems Theory (Bertalanffy, 1968). It adopted a correlational research design. The target population was 840 teachers. Yamane table (1967) was used to get a sample size of 278 teachers. The multi-stage sampling procedure was applied. Data was collected, coded and analysed. The findings of the study revealed that physical resources and instructional resources significantly influence retention of pupils with disabilities (β=0.192 and β =0.421, respectively). Similarly, provision of adequate trained teachers and recreational resources were seen to influence the retention of pupils significantly with disabilities in mainstreamed Primary Schools (β =0.253 and β =0.250, respectively). The study concludes that recreational resources significantly influence retention of pupils with disabilities in mainstreamed Primary Schools. Many schools did not provide recreational resources for PWDs. Play-toys for PWDs were not available. Besides, assistive technology, for example, amplified talking Braille for pupils with disabilities (PWDs) were also not available. The lack of recreational resource for learners with disabilities could affect retention of their in mainstreamed schools. The study recommends provision of recreational resources such as in-door and outdoor equipment, play kits and field markers.
This research sought to find out the influence of appropriate physical resources on retention of pupils with disabilities in mainstreamed Primary Schools in Bomet County, Kenya. The challenge this study sought to address was low retention of Pupils with Disabilities (PWDs) in mainstreamed schools. This study was embedded in Systems Theory by Von Bertalanffy (1968). It adopted a survey research design. The target population was 840 teachers. Yamane formula was employed to get a sample size of 271 teachers. Multi-stage sampling procedure was applied. The findings of the study revealed that appropriate physical resources significantly influenced the retention of PWDs by = 19.2% (p<0.05). The study also reports a positive and statistically significant relationship between physical resources and retention of pupils with disabilities (r = 0.828, p<0.05). The study concludes that the supply of appropriate resources remains a major factor that promotes retention of pupils with disabilities. This means that when appropriate physical resources are provided to pupils with disabilities, their retention of pupils with disabilities in mainstreamed schools improve. However, a lack of these resources has been proven through the findings of this research that they cause drop out of PWDs from their schools. The study recommended that appropriate physical resources such as classrooms, toilets, dining halls, dormitories, laboratories and libraries in order to promote retention of pupils with disabilities be provided by school administrators.
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