An Investigation Into The Provision Of Support Services For Learners With Physical Disabilities In The Two Selected Schools In Kisumu East District, Kenya

ABSTRACT

This study investigated the provision of support services to learners with physical disabilities in Kisumu East District, Kenya. The study focused on provision of support services and their impact on socialization and academic participation of learners with physical disabilities. It was guided by social cognitive theory. Case study was used to achieve the objectives. The target population was made up of 34 teachers, 177 students and four professionals, making a total of 215 persons. In the study, purposive, simple and stratified random sampling techniques were used in selecting schools and respondents. The sample was drawn from two selected special schools for learners with physical disabilities and support services professionals attached to the two schools. Four instruments were used to collect data on provision of support services. These were questionnaires, interview guide, focus group discussion and observation checklist. A pilot study was done in Masaku Primary School for the Physically Handicapped in Machakos District. This was done to check the validity and reliability of research instruments before commencement of the actual study. Data was sieved, prepared and analyzed using Statistical Package for Social Sciences (SPSS). Descriptive statistics were used in presenting and analyzing the results of the study. The findings of the study indicated that there were problems associated with the provision of mobility services to students. However, it facilitated socialization and academic participation of learners. The teaching of self-help skills was necessary as it promoted academic participation and reduce chances of contracting infection. There were no medical personnel employed in the selected schools. Provision of medical services was found to be inadequate. In some cases, teachers were involved in the provision of minor medical services. Medical services promoted socialization and academic participation of students. Counseling services promoted socialization and academic participation, although schools did not have professional counselors. There was little collaboration among teachers and professionals yet collaboration between teachers and professionals is mandatory. Professionals faced various challenges that affected the quality of their services, such heavy workload, transport, uncooperative parents and financial implications in the provision of support services and materials. The study recommends that schools should be keen on adequate provision and quality of self- help skills. School administrations should employ school nurses incase the government is unable. Schools should organize transport arrangements for the professionals. The ministry of education to deploy more professionals in schools of 14 learners with physical disabilities. Schools should encourage parents of students to be cooperative when it comes to enquiries about their children at school. The government should consider increasing funding to schools of children with physical disabilities for support services and materials used.