Influence of Teachers’ Characteristics on Teaching and Learning Management for Pupils with Intellectual Disability in Special Schools, Meru County

Abstract

Effective teaching and learning for pupils with intellectual disabilities (ID) is essential for socioeconomic development. However, educational opportunities and support for such pupils are limited in Kenya, leading to their exclusion and decreased academic achievement. Despite the presence of special schools aimed at serving intellectually disabled learners in Meru County, challenges persist in providing quality education tailored to the needs of pupils with intellectual disabilities. This study investigates the impact of teachers' characteristics on teaching and learning management for pupils with intellectual disabilities in special schools in Meru County, drawing upon Vygotsky's theory. The research employs a mixed-methods approach, utilizing a crosssectional descriptive survey design. The target population included four special schools, 45 teachers, 4 head teachers, 387 parents, 4 Sub-County Directors of Education, and 4 Teachers' Service Commission Sub-County Directors as observation units. From this population, a sample size of 45 teachers, 32 parents, four head teachers, four Sub-County Directors of Education, and four Teachers' Service Commission Sub-County Directors was proportionally and randomly selected. Data collection tools included questionnaires, focus group discussions, and interviews, with validity and reliability of the tools ensured. The findings indicated that teachers' qualifications and competencies positively influence teaching and learning management for learners with intellectual disabilities. Consequently, the study concludes that teachers' characteristics, competencies, and attitudes significantly impact the quality of teaching and learning management for pupils with intellectual disabilities in special schools in Meru County, Kenya. Factors such as academic qualifications, experience, differentiated instruction skills, communication techniques, behaviour management, collaboration, assessment, and advocacy collectively influence educational experiences for learners with intellectual disabilities. The study recommends that the Teachers Service Commission prioritize recruiting highly qualified and experienced teachers in special education schools, and further invest in specialized training programs to enhance teachers' competencies in implementing individualized learning practices for intellectually disabled learners.