LIVED EXPERIENCES OF LEARNERS LIVING WITH PHYSICAL DISABILITIES IN SELECTED INCLUSIVE PRIMARY SCHOOLS OF ELGEIYO MARAKWET COUNTY, KENYA

Authors

  • Wanjiru Josephine Maingi School of Education, Department of Education Media and Policy Studies, Moi University, Kenya
  • Bernard L. Misigo School of Education, Department of Education Psychology, Moi University, Kenya
  • G. Bernadetha Rushahu School of Education, Department of Education Psychology and Curriculum Studies, University of Dar es Salaam, Tanzania

DOI:

https://doi.org/10.46827/ejse.v8i2.4291

Keywords:

inclusive schools, persons living with physical disabilities, Elgeiyo Marakwet, Kenya

Abstract

This study explored the lived experiences of learners living with physical disabilities in selected inclusive primary schools of Elgeiyo Marakwet County, Kenya. The purpose of this study was to explore these learners’ experiences of inclusion and exclusion. Participants in this study were purposively selected. Phenomenological design and participatory visual methodologies were used to generate data in this study. Data were analysed thematically using the guidelines for thematic analysis. This study revealed that learners living with physical disabilities were included and treated well in school. However, they also reported being excluded and neglected in a few instances. These learners besides exclusion in school also reported being neglected, discriminated and marginalised at home. Inadequate teacher training, unfriendly subject content, and less time for learning and assessment were reported as some of the challenges they faced in school. This study concluded that an inclusive primary school environment was better for learners living with disabilities compared to home. Moreover, retrogressive cultural beliefs were a major hindrance to their schooling and education. This study recommends that prospective teachers be trained on how to teach learners living with disabilities in inclusive primary schools. Teachers, pupils, parents and the general community to be sensitised on how to treat, and relate with learners living with physical disabilities at home and school.

Author Biographies

  • Wanjiru Josephine Maingi, School of Education, Department of Education Media and Policy Studies, Moi University, Kenya

    Ms. Maingi Wanjiru Josephine is currently a master’s student, School of Education, Moi University Kenya whose programme is inclined towards Educational Research. She holds a bachelor’s degree in Education Arts from Moi University. Has completed her Master’s degree course work and conducted research in the area of Special Education, Physical disability. Her interests are in participatory visual research and inclusive education.

  • Bernard L. Misigo, School of Education, Department of Education Psychology, Moi University, Kenya

    Prof. Bernard Lushya Misigo is an Associate Professor of Educational Psychology School of Education, Moi University. Holds a Doctorate Degree from Moi University, Masters from Moi University and Bachelor of Education, Moi University. Teaches Educational Psychology in the Department of Educational Psychology. Supervised Masters, and PhD students. He is the current Associate Dean School of Education, Moi University. Has published a number of articles in peer-refereed journals, made presentations in conferences at national and international levels. He is a peer reviewer with the Commission of University Education. Reviewed journal manuscripts for Kenya Journal of Guidance and counseling (2016). He is an external examiner for: Masinde Muliro University of Science and Technology, Tom Mboya University College, and University of Kwa Zulu- Natal South Africa. Is a member of Kenya Guidance and Counseling Professional Association (KGCPA), and International Society for the Study of Behavior Development (ISSBD).

  • G. Bernadetha Rushahu, School of Education, Department of Education Psychology and Curriculum Studies, University of Dar es Salaam, Tanzania

    Dr. Bernadetha Gabriel Rushahu is a Lecturer, School of Education, Department of Educational Psychology and Curriculum Studies, University of Dar es Salaam. She holds a Doctorate Degree from the University of Oldenburg, Germany, Masters from the University of Dar es Salaam and Bachelors of Education Psychology from the University of Dar es Salaam. She is involved in teaching Special needs education courses and Guidance and Counselling for people with special needs at Bachelors, Masters and PhD level. She supervises Postgraduate Students in the area of Special Education, Guidance and Counselling, HIV/AIDS & Life skills Education. She is currently the Head of Counselling Unit at the University of Dar es Salaam. Has published several articles in Peer-Reviewed Journals and made presentations in Conferences at National and International levels. She is a Panel member specialist of the Tanzania Institute of Education (TIE) on reviewing the Special Needs Education Curriculum, Syllabuses and Teaching Subjects of Teachers Education in Tanzania, a Board member of the Africa Foundation for Inclusive Communities (AFIC), a Member of Tanzania Psychological Association (TAPA), Tanzania Association of Professional Counselling and Psychotherapy (TAPCAP) and Board member Tanzania Association of Social Workers (TASWO).

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Published

2022-05-17

Issue

Vol. 8 No. 2 (2022)

Section

Articles

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