THE INFLUENCE OF ADEQUATELY TRAINED TEACHERS ON RETENTION OF PUPILS WITH DISABILITIES IN MAINSTREAMED PRIMARY SCHOOLS IN BOMET COUNTY, KENYA
Authors:
*Daniel Kipkirui Ngeno, Henry K. Kiplangat & Frederick B.J.A. Ngala
Abstract:
This study establishes the influence of adequately trained teachers on retention of pupils with disabilities in mainstreamed primary schools in Bomet County, Kenya. This study was embedded in the Systems Theory by Bertalanffy. It adopted a correlational research design. The target population was 840 teachers. The sample size constituted of 271 teachers. The multi-stage sampling procedure was applied. The data were collected using questionnaire which was self-administered to the respondents. The collected data was then coded and analysed using percentages. Moreover, correlation analysis was run to analyse the existence of the relationship and the influence of the independent variable on the dependent variable. The findings of the study revealed that the provision of adequately trained teachers was seen to influence significantly the retention of pupils with disabilities in mainstreamed Primary Schools (? =0.253). The study concludes that the provision of adequately trained teachers significantly influences the retention of pupils with disabilities in mainstreamed Primary Schools. Teachers were not trained on how to use computers as well as the use of therapeutic toys for pupils with disabilities. This affected retention of pupils with disabilities (PWDs) in mainstreamed primary schools. This implies that when teachers lack training on matters regarding special needs for learners with disabilities, it discourages the students who may not be given attention during learning like other learners. The study recommends that teachers should be well trained in matters relating to pupils with disabilities (PWDs) through in-service courses.