Critical Analysis of Factors Affecting Teaching and Learning Management for Pupils with Intellectual Disabilities in Special Schools, Meru-County, Kenya

Abstract

Effective teaching and learning for pupils with intellectual disabilities (ID) is significant for socioeconomic development. In Kenya, there are limited educational opportunities and support for pupils with intellectual disabilities, resulting in exclusion and reduced academic achievement for this population. Even though Meru County has a policy on impairments mainstreaming, special schools that are meant to assist these students have not been able to overcome difficulties in managing instruction. The management of teaching and learning for students with intellectual disabilities in special schools in Meru County, Kenya, is influenced by several factors, which this study critically analyzed. The main objectives of the study were to evaluate how teaching and learning management for students with intellectual impairments in special schools are affected by the attributes of instructors, the school environment, the curriculum, the school culture, and the attitudes of teachers. The moderating role of teachers' attitudes was also ascertained. Four theories—contingency theory, Pavlov's classical conditioning theory, Vygotsky's theory, and the bioecological theory of development—informed this study. This mixed-methods research utilized descriptive survey research design. The convergence of both quantitative and qualitative findings in informing conclusions. The target population was four special schools, where units of observation were 45 teachers, four head teachers, 387 parents, four Sub-County Directors of Education, and four Teachers' Service Commission Sub-County Directors. The sample size of 45 teachers, 32 parents, four head teachers, four Sub-County Directors of Education, and four Teachers' Service Commission Sub-County Directors were purposely selected for the study. Data was collected using questionnaires, interviews, and observations. These tools were validated and checked for reliability using inter-rater reliability, and by computing Crunch Bach coefficients. The percentages, mean, and standard deviation were determined, while correlation and regression analysis helped test the variables' relationship. The thematic analysis technique was applied to qualitative data. Information was presented using tables, figures, themes, categories of themes and excerpts in some instances. While most teachers find the learning environment moderately conducive, concerns arise over assistive technology adoption, individualized learning shortages, deficiencies in teaching materials, infrastructure, staffing, and weak curriculum adaptation. Teachers' qualifications and competencies positively influence teaching and learning management, while the school environment has a negative impact. A perception gap exists in curriculum alignment with the needs of intellectually disabled pupils. Teacher characteristics, school environment, curriculum, and culture significantly influence the teaching and learning management of learners with intellectual disabilities. The study concludes that challenges persist despite efforts to improve special schools, particularly in infrastructure and teaching materials. Teacher characteristics are crucial in teaching and learning management, necessitating ongoing professional development. The school environment requires interventions like teacher training and curriculum adaptation. A perception gap in curriculum alignment highlights the need for clear communication and ongoing curriculum reviews. Teachers' attitudes play a significant moderating role, emphasizing the importance of targeted professional development. Recommendations include infrastructure upgrades, assistive technology integration, curriculum adaptation, policy revisions, enhanced teacher training, and materials adequacies. The study connects with contingency, classical conditioning, social learning, and ecological systems theories and emphasizes the need for policy revisions. It has notable practical implications for curriculum reassessment, adequate funding, equipment upgrades and teacher support.