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Article Title: Teacher Factors Influencing the Identification of Learners with Special Needs Among Primary Schools within Nakuru County, Kenya
by Muchiri Moses Wambage and Jessina Jessica Muthee

Abstract:
Classification of special needs learners in a regular classroom set up remains a complex issue in the field of education. Despite the Kenyan government endeavor to provide free education to all children, the efforts have not borne much fruits. Children with special needs continue to be discriminated against by their families, schools and the community at large. These children should be identified early enough for appropriate placement and early intervention programs for better education outcomes. Thus the main thrust of this study was to explore the extent to which teacher factors influences the identification of learners with special needs among primary schools in Nakuru county, Kenya. The study adopted Jean Piaget�s theory as the theoretical framework. The study used descriptive survey research design. Data was gathered using questionnaires administered to teachers and interviews conducted with head teachers. The sample consisted of 4 head teachers and 12 class teachers as respondents. Data was analyzed descriptively using statistical package for social science, Version 24 and presented in form of tables, graphs, frequency distributions and percentages. The findings revealed that majority of teachers are not aware of policy guidelines on special needs education. Further, ineffective policy environment results into unfavorable school-based factors like non-committed teachers, inappropriate curriculum, poor distribution of schools, absence of disability friendly facilities and establishment of day schools. Also, most of the teachers had attained a certificate education on special needs education meaning very few primary schools had a teacher specialized in special needs education.It is hoped that the results of these findings will be important to the teachers as they prepare to admit learners with special needs in their schools as well as help policy makers in coming up with policies that aim to cater for special needs among learners in all regular primary schools in the country.

Keywords: Teachers, Identification, Learners, Special Needs, Primary Schools, Nakuru County,

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