Open AccessTeachers Challenges and Coping Mechanisms in Educating Learners with Disabilities among Some Selected Special Needs Units in Mombasa County, Kenya
Author(s) -
Vincent Otieno Macmbinji,
Pwani Alice Anika
Publication year - 2018
Publication title -
world journal of educational research (los angeles. online)/world journal of educational research
Language(s) - English
Resource type - Journals
eISSN - 2375-9771
pISSN - 2333-5998
DOI - 10.22158/wjer.v5n1p52
Subject(s) - special education , special needs , nonprobability sampling , coping (psychology) , inclusion (mineral) , curriculum , psychology , medical education , descriptive statistics , mathematics education , pedagogy , medicine , environmental health , mathematics , social psychology , clinical psychology , statistics , population , psychiatry
Inclusion of children with disability in the special units has been a great challenge in many counties in Kenya. One of the Sustainable Development Goals (SDGs) is to give all Children Living with Disability (CLWD) the opportunity to participate in the least restrictive environment. However, teachers in special units face a myriad of drawbacks in handling children with disabilities in the special units. This paper addresses challenges and mitigation as viewed by the teachersworking in those special units. Purposive sampling was used to sample 50 respondents (teachers). Data was collected using interviews, Focused Group Discussions (FDG) and digital recorder. Descriptive data analysis method yielded results indicating that one of the major challenges teachers faced is the in efficiency of training capacity of teachers due to various disabilities children face and this spills over to inadaptability of the curriculum. Teachers have mitigated individual based education programme as a coping mechanism.