Social acceptance of mainstreamed learners in selected inclusive public primary schools in Chinato Zone, Kuria East District- Kenya
| dc.contributor.author | Barisere, Mang’era John | |
| dc.date.accessioned | 2019-11-22T09:23:06Z | |
| dc.date.available | 2019-11-22T09:23:06Z | |
| dc.date.issued | 2012-08 | |
| dc.description | A Thesis Presented to the College of Higher Degrees and Research Kampala International In Partial Fulfillment of the Requirement for the Master in Special Needs Education | en_US |
| dc.description.abstract | The study topic was social acceptance of main streamed learners in selected inclusive public primary schools in Chinato Zone Kuria East District Kenya. The researcher used Questionnaire was used as an instrument for data collection. The study utilized descriptive survey design to compare the level of acceptance of mainstreamed learners in selected inclusive public primary schools. The researcher’s questions were set to determine the profile of the respondents in terms of age, gender, highest qualification, marital status, experience and position. To determine the level of social acceptance of teachers towards main streamed learners, to determine the level of acceptance of nonhandicapped learners towards main streamed learners, to compare the level of the level of acceptance for main stream learners and non disabled learners. The researchers sampled 8 schools with a population of 129 learners and 68 teachers. The sample size was determined by the use of Slovens formula. The purposive sampling procedure based on criteria. Either male or female teaching experience . it was found out that social acceptance of main streamed learners in selected inclusive public primary schools took different dimensions. Schools were friendly to the learners with special needs in their schools. Some learners showed degrees of shyness. Teachers in some schools accepted that learners were labeled as “Kiwete” crippled. The allocation for these learners were optimal. Learners were optimal . learners were not freely interacting with the environment. Some teachers in some schools were viewing learners with special needs as burden. They thought that learners would lower class mean scores. The researcher learned that despised special needs learners of low self esteem. Special needs learners should be fully accepted (Main streamed) .Most teachers found in public schools are in the age bracket of 25-33 years and 34-44 years. The majority of them are not trained to handle special needs learners. They are P1 holders and they had taught for over 10 years. These learners to be encouraged to finish their course of study. Teachers would advise the learners with special needs on the relevant courses of study and future carriers. | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12306/4159 | |
| dc.language.iso | en | en_US |
| dc.publisher | Kampala International University, College of Higher Degrees and Research | en_US |
| dc.subject | Social acceptance | en_US |
| dc.subject | Mainstreamed learners | en_US |
| dc.subject | Inclusive public primary schools | en_US |
| dc.subject | Chinato Zone | en_US |
| dc.subject | Kuria East District | en_US |
| dc.subject | Kenya | en_US |
| dc.title | Social acceptance of mainstreamed learners in selected inclusive public primary schools in Chinato Zone, Kuria East District- Kenya | en_US |
| dc.type | Thesis | en_US |