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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
| Abstract: Learning disabilities (LDs) encompass a very extensive range of academic problems which can give rise to social and psychological problems. Apart from experiencing academic problems, pupils with LDs experience strong feelings of frustrations, sadness and shame as a result of repeated failure and this can lead to psychological difficulties. These psychological problems are experienced at home and at school and if not addressed, they add to the burden of the condition and could find their way into adulthood. The study was guided by the following objectives; to determine the influence of parent child relationships on pupils’ psychological adjustment and to examine the influence of teacher pupil relationships on psychological adjustment of pupils with LDs. Mixed methods research design was used. Saturated and purposive sampling techniques were used to select participants. The sample size was 116which comprised of 96 pupils, 10 parents and 10 special education teachers. Parent child relationships were found to be positively correlated with psychological adjustment with a pearson of 0.375** with parents explaining 14.1 % of the relationship.Teacher pupil relationships were found to have influence on psychological adjustment of pupils with LDs with a pearson of 0.571** with teachers explaining 32.6 % of the relationship. It is recommendedthatthe Ministry of Education mandate School Guidance and Counselling departments to develop programs to help pupils with LDs cope with the demands of life. Peer counselling should be introduced and strengthened in inclusive primary schools to supplement the teacher counsellors' efforts. |
| Keywords: Learning Disabilities; Kenya; Psychological Adjustment; Inclusive Primary Schools; Pupils; Special Education Teachers, Parental Influence, Teacher Influence. |
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