During early childhood, the foundations for emotional, social and spiritual well being of children with learning disabilities (CWLD) are laid. The CWLD emotional well being is influenced by all the experiences they go through. It is essential to provide warm, trusting relationships, predictable and safe environment, affirmation and respect for all aspects of children's emotional, physical, social, cognitive and linguistic well being of CWLD. There is need to actively seek to remove the barriers to learning and participation, meet emotional needs in a positive and pro-active way and engender a sense of community in an inclusive Early Childhood Education (ECE) environment. The study assesses the effects of emotional needs on participation of (CWLD) in (ECE) centers in Starehe division in Nairobi County. In its methodology the study uses structured interview and observation as the principle data collection instruments. Likewise, it employed a descriptive research design to gather data. The target population was 5 head teachers, 35 teachers, 20 children aged 4-6 with learning disabilities and 20 parents of children with learning disabilities. Purposive sampling and simple random sampling were used for this study. Analysis was obtained through editing, coding, classifying and tabulation processes. It was established that emotional needs of (self concept, social competence and respect) which teachers effectively engaged yielded encouraging results in an inclusive ECE learning environment. However, the findings draw attention to inadequacies in the current ECE system of identifying emotional needs for CWLD.Despite various studies on CWLD, many issues remain underexplored when it comes to emotional needs Schulte (2002). After realizing the desperate need for quality ECE for CWLD, UNESCO (2006) declared every child's entitlement to a basic education and participation in school and in community. Furthermore, in the year 2000, member states committed to serve vulnerable and disadvantaged children by signing the Darker Framework for Action UNESCO (2001). Currently however, these goals are not met. Stigma, ignorance and neglect are still barriers for participation for CWLD.According to Smith (2007) when CWLD grow up to their best to satisfy their childhood emotional needs and if the needs are not met, CWLD experience emotional pain. To mitigate such emotional pain there is need for ECE curriculum to focus on skills that will foster high participation for CWLD. These skills include (responsibility,
Social needs are essential components for preventing anxiety, depression and loneliness. Providing social needs of belongingness, self-esteem and self-acceptance and fostering resilience in children living with disabilities is likely to amount to sustained coordinated efforts to support children's psychological, social-emotional and academic development throughout early childhood and adolescent. CWD need opportunities to cultivate their skills, competences, talents, strength and social relationships, yet too often lack of proper intervention reduces their opportunities for participation. The study assessed impact of social needs on participation of Children with Disabilities (CWD) in early childhood classrooms in Starehe division in Nairobi County. Study adopted descriptive research design and targeted 5 head teachers, 35 teachers, 20 children aged 4-6 with disabilities and 20 parents of CWD. Purposive sampling and simple random sampling was used to select respondents for study. Questionnaires, observation guide and structured interview were used to solicit data. Findings revealed that teachers were not conversant with types of social needs promoting participation of CWD in ECE classes. However those teachers who effectively supported CWD social needs yielded encouraging results in inclusive learning environment. The study recommends policy for early identification on the needs for effective participation of CWD in ECE classes.
Teacher management of individual's physical and psychological wellbeing of learners tend to deliver them from pessimistic and traumatic life threatening circumstances in which children with disabilities (CWD) find themselves particularly between ages 4-6 in Early Childhood Education (E.C.E) centres . The pessimistic and traumatic episodes creates emotional imbalance in children with disabilities particularly navigating around their safety, self actualization and independence in participation in school and community-based activities. Although teachers are instrumental in developing and creating positive relationships necessary for effective participation of CWD, Safety, actualization and independence is often not addressed resulting in frustration, neglect and negative perception which lower inclusion in the learning process. This study assessed teacher sustenance of emotional balance of preschool children aged 4-6 with disability in Nairobi County, Kenya, addressing Safety, Actualization and Independence. Descriptive research design was used to gather data. Target population was 153 preschool teachers, 102 head teachers and 150 preschool with CWD. Purposive and simple random samplings were used. Analysis was obtained through editing, coding classifying and tabulation. The study found inadequacies in emotional stability of CWD. In order to mitigate inadequacies, teachers should supplement core practices with interventions such as providing culturally relevant curricular that reflects experiences for CWD to experience love, joy, acceptance and optimism, create healthy inclusive learning environments and demonstrate appropriate pedagogy for CWD as well as establish and maintain positive relationships. The study recommends the government to adhere to principles of CRPP and CRC, and address barriers to effective participation as well emotional adjustment of CWD.
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