SELECTED FACTORS INFLUENCING INCLUSION OF LEARNERS WITH VISUAL IMPAIRMENT IN REGULAR PUBLIC PRIMARY SCHOOLS IN NYATIKE SUB COUNTY, MIGORI COUNTY, KENYA

Abstract

Inclusion of learners with disability is necessary for improving enrolment of learners with disability and ensuring that their academic goals and objectives are met. Consequently, teachers and stakeholders have to identify any barriers that can deter the learners from achieving their goals. Interestingly, in Nyatike Sub-County, enrolment of learners with visual impairment in regular public primary schools have remained low at 10.1 percent compared to 33.6 percent in Suna East Sub-County, 24.8 percent in Suna West Sub-County and 31.5 percent in Uriri Sub-County for the years 2017 to 2021.Besides, the literacy level of learners with visual impairment is lower than literacy levels of learners with hearing and intellectual impairment in Nyatike Sub-county. Therefore, the study sought to find out factors influencing inclusion of visually impaired learners in regular public primary schools in Nyatike Sub-County, Migori County, Kenya. The specific research objectives were: to examine the influence of attitude of teachers on inclusion of visually impaired learners in regular public primary schools, to investigate the influence of school environment on inclusion of visually impaired learners in regular public primary schools, and to assess the influence of teachers training on inclusion of learners with visual impairment in regular public primary schools. Maslow’s hierarchy of needs theory was used to explain the roots of inclusion. The study approach was mixed research method with a descriptive survey research design. The target population was 46 head teachers and 52 classroom teachers in regular public primary schools with visually impaired learners in Nyatike Sub-County. A sample size of 98 (ninety-eight) respondents comprising of 46 head teachers and 52 classroom teachers was selected using saturated and purposive sampling techniques. Data was collected using questionnaire for classroom teachers and face to face interview for head teachers. Face and content validity of the instruments were determined by the supervisors and experts from the department of Educational Psychology and science and through piloting. The reliability was determined using Cronbach's Alpha for each construct and reliability coefficients of .81, .76 and .71 were obtained for teacher attitude, school environment and teacher training scales respectively using test-retest technique. Quantitative data was analyzed using frequencies, means, percentage, Pearson’s correlation, Regression Analysis and ANOVA while qualitative data was transcribed and analyzed based on emerging themes and used for triangulation. Anonymity of respondents was observed through coding of responses. The study established that at 5 percent level of significance; teachers’ attitude, school environment, and teachers’ training significantly influence inclusion of learners with visual impairment, and accounted for45.8%, 18.4% and 27.7% of variation in inclusion of learners with visual impairment in regular primary schools, respectively. From the findings, it was concluded that teachers’ attitude has significant positive and strong (r=.677, p<.05) influence on inclusion of visual impairment learners while school environment (r= .433, p< .05) and teachers’ training in special needs education (r= .527, p< .05) have significant positive and moderate influence on inclusion of visual impairment learners in regular public primary schools in Nyatike Sub-County, Migori County, Kenya. The study recommends that teachers in regular public primary schools have in￾service training on special educational needs and school administration to mobilize more teaching and learning resources for learners with visual impairment. The study is significant to policymakers in the educational sector to develop framework that link inclusion of learners with visual impairment and their success in educational achievement.