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Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS) (Vol 1 No 1)
| Abstract: Identifying learners with special needs among regular learners is a complex task in the field of education. Despite the efforts that the Kenyan government has put in place to provide free education to all children, learners with special needs still face discrimination that is propagated by their families, schools and the community. These children need to be identified early for placement, intervention and family involvement in their education. In an effort to establish if early identification takes place, the researcher sought to examine home environmental factors influencing the identification of learners with special needs among primary schools within Nakuru County, Kenya. The study was guided by Jean Piaget’s theory of child development. A descriptive survey research design was used. Data was gathered using questionnaires for teachers and interview for head teachers. The sample constituted of 4 head teachers and 12 class teachers as respondents. Data was analysed using descriptive statistics (statistical package for social science, Version 24) and presented in form of tables, graphs, frequency distributions and percentages. The findings indicated that majority of the parents are unwilling to disclose that they had children with special needs. Also, most of disabled children remained at home when others attended school. It was also noted that their parents felt embarrassed and as a result they confined them at home to avoid the humiliation. It is hoped that the findings of this study will inform government, especially the ministry of education to carry out more sensitization among parents so that those who have children with special needs may willingly take them for identification, assessment and appropriate placement. |
| Keywords: Environment, Special Educational Needs, Primary Schools, Stigma, Socio-Economic Status |
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