1
Assessment of the Resources Available for Students with Mild Intellectual Disability in Selected
Schools in Nairobi County
Kituu V. Munyiva
Masters Student Department of Early Childhood and Special Needs, Kenyatta University P.O Box 4384400100, Nairobi, Kenya.
P.O Box 43844-00100, Nairobi, Kenya.
Email: victoriawerikhe@gmail.com
Dr. Salome Nyambura
Lecturer, Department of Educational Foundations, Kenyatta University P.O Box 43844-00100, Nairobi,
Kenya.
Telephone contact: + 254 727 833 150
Email: nyambura.salome@ku.ac.ke
Dr. Jessina Muthee
Lecturer, Department of Special Needs Education, Kenyatta University P.O Box 43844-00100, Nairobi,
Kenya.
Email: muthee.jessina@ku.ac.ke
Abstract
The purpose of this study was to find out the resources available for students with mild intellectual
disability in selected schools in Nairobi County. The theory chosen for the study was Bronfenbrenner’s
ecology model since it could help to understand the context of collaboration in educating students with
mild intellectual disabilities. The triangulation design was used which involved qualitative and
quantitative methods of data analysis. The tools for data collection were, interviews, questionnaires and
focus groups. Sample size consisted of - 25 parents, 15 special needs teachers, 40 regular teachers and 12
administrators. Purposive sampling was used to get the sample size. Quantitative data was analyzed and
tabulated using descriptive statistics through ordering, categorizing, manipulating and summarizing.
Qualitative data was coded thematically according to the research questions in order to calculate various
statistics. Coding and presentation of the findings was done using frequencies, pie charts and graphs. The
study is significant to educators as it explored the role that teachers and other stakeholders play in
placement. Findings revealed that there are no adequate resources and opportunities in the schools to
support the learning of students with mild intellectual disabilities. It was concluded that availability of
teaching/ learning resources and support services are critical if retention of learners with mild intellectual
disability in the mainstream is to be achieved. From the findings the researcher concluded that there are
various challenges that are hindering successful placement and that there are minimal collaboration
initiatives between the special needs and the regular teachers. It is recommended that funding for special
units from the government and other external agencies should be monitored in terms of how it is used to
ensure that there are enough resources and accountability. There is also need for schools to link up with
more external agencies for support on how best to work with students with mild ID in the mainstream and
work towards maintaining the relationships with the agencies.
Keywords: Intellectual disability, Resources, Learning materials, Mild intellectual disability
1.0 INTRODUCTION
The 2011 World Disability Report (WHO) estimates that people with disabilities comprise 15% of the
global population. Of the 77 million children who are currently excluded from education globally, one
third of these are children with disability (Education for All, Global Monitoring Report 2010). The
international policy direction is to expand support for children with ID in mainstream settings as a means
2
to reaching larger numbers in a financially sustainable and socially just manner. The placement of primary
students in an elementary classroom requires a well-defined system for teachers and school administrators
to address a variety of student behaviours and learning needs (Konstantopoulos, 2009).
According to research carried out by the African Child Policy Forum (ACPF, 2014), children with
intellectual and multiple disabilities are the most likely of all disabled children to be out of school. In the
ACPF study, it was reported that 86.5% of children with ID were not in school in Senegal. In Kenya,
there are currently 1.3 million people in Kenya living with a disability. Of these people, only 39% have
attended a mainstream primary school, and only 9% have attended high school (Kenya National Survey
for Persons with Disabilities, 2008).
According to the National survey on children with disabilities that was conducted between 2016 -2017,
11% of all the learners in Kenya have one or another form of disability. Intellectual disability is 2.5% of
the total population. From the same survey, the majority of head teachers in primary integrated schools
and special units (78.28%) do not have any training in special needs education; only 2.24% of these have
a master’s degree in special needs education. Education of children with disabilities has shifted from
segregated special schools to inclusion in general education schools and classrooms (Odongo, 2012).
Presently, students with mild learning difficulties are integrated in general education classrooms; students
with physical disabilities, intellectual disabilities, and visual and hearing impairments largely receive
instruction in special schools or special units in the general education schools, although there are few
cases of integration into general education schools (Elder, Damiani, & Oswago, 2016).However, most of
the students with mild intellectual disability are educated in special units. Special units are classes in
public schools where students with disabilities receive instruction separately from their peers
without disabilities. The special units serve students with varying disabilities (Elder et al., 2016).
It is quite unfortunate because the educational outcomes for children with mild intellectual disabilities are
still low despite all the efforts to ensure that they are educated in mainstream schools. It is apparent that
even though children with intellectual disability benefit from the entirety of rights of children and persons
with disability in Nairobi County, there is no particular focus on their classroom needs during placement
in mainstream classes. The issue of placement is quite challenging for most of the students with
intellectual disabilities and even their families. The placement decisions have become complicated and
there is more tension among parents, teachers and administrators associated with placement of students
3
with mild intellectual disabilities. This study focused on resources available for students with mild
intellectual disability in selected schools in Nairobi County.
1.1 General Objective
To explore the determinants of placement for students with mild intellectual disabilities from special units
to the mainstream classrooms in selected schools in Nairobi County.
1.3 Specific Objective of the Study
Specifically the study sought to find out the resources available for students with mild intellectual
disability in selected schools in Nairobi County.
.
2.0 LITERATURE REVIEW
2.1 Theoretical Review
This study was guided by Bronfenbrenner’s ecological theory (1979) that suggests that people experience
more than one type of environment. The interactions with others and the environment are key to
development of an environment. Based on the context of this study, there are various stakeholders in
different setting working towards the same goal. There is the home environment, the school and the wider
community. Bronfenbrenner connected human development with ecology rather than biology or behavior
variables and stressed the importance of interpersonal relationships (Jackson, Ryndak, &Wehmeyer,
2008).
Bronfenbrenner’s (1979) ecological theory posited that behavior needed to be observed in
numerous settings and a child’s development was based upon the relationships in each of the settings.
Ecological theory connected individuals with their environments. Even if an individual was not an active
participant of a particular environment, events that occurred in that setting may have affected that
individual.
Bronfenbrenner’s (1979) theory was also supported by Butera (2005), who stated that ecological theory
could help to understand the context of collaboration and special education. This is because information
gathered about the student from the various environments helps to identify and eliminate barriers. It also
provides a baseline and convenient ongoing monitoring for the student. Through collaboration, the key
skills can actually be reinforced in target environments so that realistic preparations can be implemented.
The ecological theory, through observation and interaction of the student in the different settings: it
enables the consideration of a lot of factors both internal and external to the child.
2.2 Empirical Studies and Knowledge Gaps
4
Children with intellectual disabilities deserve opportunities and resources that can help them settle down
once placed in the mainstream setting. Without these resources, placement becomes a difficult task. It is
important therefore to provide students with mild intellectual disabilities with the necessary resources and
opportunities during placement so that their potential can be fully explored. In a study conducted in
Cambodia, over 60% of parents of children with intellectual disabilities named educational and training
opportunities as the most important need for those children. Health workers involved with children with
intellectual disability on the other hand, identified health services as the most critical resource those
children needed, due to the need for physical therapy and assistive devices (Carter, 2009). Children with
intellectual disability require appropriate learning materials such as adapted textbooks, adapted
curriculum, supportive teachers, and assistive devices or technology that can help improve their writing,
speaking, hearing, computer access and math among others (Carter, 2009).
Social support includes a wide variety of resources including the support from trained caregivers and
availability of health services and social services to support their intellectual growth. Parents of children
with ID repeatedly report difficulties in acquiring knowledge about available services (Douma, Dekker,
&Koot, 2006; Nowak, Broberg, & Starke, 2013). Parents of children with impairments report being more
satisfied with services when they are included in decision-making processes; this in turn strengthens their
parental self-efficacy. Such service provision practices improve both parental and child well-being (Dunst
&Trivette, 2009; Trivette, Dunst, & Hamby, 2010). It is therefore important for schools to involve parents
of students with mild ID in decision making especially during the placement process.
2.3 Conceptual Framework
Independent variable
Resources
 Learning materials
 Curriculum
 Training
opportunities for
teachers
 Assistive devices
Figure 1: Conceptual Framework
Intervening variable
Dependent variable

Implementation
of inclusive
policies
Successful placement from a
special unit to the mainstream
5
3.0 METHODOLOGY
3.1 Research Design and Target Population
The researcher used the triangulation design which is a mixed method design of both qualitative and
quantitative research methods. According to Miles, Huberman, and Saldana (2013), qualitative data
provide explanations of information processed by humans through well-grounded rich descriptions that
inform the reader Quantitative data strengthens the qualitative information for more clarity (Creswell,
2003). The triangulation design was appropriate for this study as the researcher wanted to compare results
and confirm quantitative results with qualitative findings. This study targeted 40 regular teachers regular,
15 special needs teachers, 25 parents, 10 administrators (head teachers and deputy head teachers) in the
selected schools in Nairobi County.
3.2 Sampling techniques and Sample Size
Purposive sampling was used to form the sample size which was selected for a specific purpose in line
with Kulbir (2003). The sample for the study was drawn from 5 selected schools in Nairobi which have a
special unit catering for students with intellectual disabilities. Purposive sampling and convenient method
was used to select 40 regular teachers, 15 special needs teachers, 10 administrators and 25 parents
translating to a total sample of 90 respondents out of the target population of 221 objects. The total
sample size comprised of about 41% of the target population. At least 30% of the total population is
representative (Gall, Borg & Gall, 2003). Thus, 30% of the accessible population is enough for the sample
size.
3.3 Research Instruments
Archival records were used to access to the records of students from the special needs units in the schools.
Records on the topic were identified, categorized, and converted into data which was then analyzed with
quantitative or qualitative methods. Interview schedules were used to collect data from administrators.
The instruments were structured based on the predetermined questions of the study and had open-ended
questions. Questionnaires with three sections and containing both open and closed ended items were used
to collect data from special needs teachers and regular teachers. Both open and closed ended questions
were used in the questionnaires. The focus group discussion was used on parents of the learners with
disabilities. There were different categories of parents, parents who are new in the schools, the parents
with students in upper classes and those with children in lower classes.
3.4 Pilot Study
The Study instruments were validated through pretesting. The instruments were piloted at a primary
school that was not included in the final sample. The researcher made sure that the setting and the choice
6
of participants was close to the ones in the main study. The pilot study provided an opportunity to
restructure and clarify some questions in the research instruments. Some questions had to be added and
others eliminated because the relevant information had already been gotten in previous questions. Content
validity was used with consultations from the supervisors to seek expert advice and to ensure the validity
of the research instruments. The questions were review thoroughly to ensure they were representative of
every possible question that could be asked about the study.
3.4 Data collection Procedures, Analysis and Presentation
The researcher visited the sampled schools to establish rapport, and get permission from the school head
teachers to carry out the study. A research permit was secured from the university and also from
NACOSTI. The interview schedules were administered orally to the administrators by the researcher. In
absence of the school head, the deputy head or the senior teacher took part in the interviews. The
questionnaires which were self -administered were meant for the regular and special needs teachers.
Letters of consent were then send to the parents who then attended the meeting at their own convenience.
The researcher tape recorded the interviews, focus group interviews and took field notes which were
written immediately after each focus group interview to add to the analysis of data.
The recorded data from interviews and focus groups was transcribed and examined, categorized and
tabulated in order to address the initial goal of the study. Quantitative data was analyzed using the SPSS
programme (Version 21.0) which was based on the study objectives. Quantitative data collected was
processed by coding the closed ended questions and entering the data into the computer to run descriptive
analysis including frequencies, percentages and graphs. Information obtained from the archival records
was organized, categorized and interpreted to identify any patterns. In the case of qualitative data from the
questionnaires and data collected from the interview schedules for head teachers, the parents’ focus
groups, the data was categorized into themes. After the descriptive analysis, the researcher reported and
discussed the findings using percentages and graphs.
4.0 RESULTS AND DISCUSSIONS
The study aimed to collect from 5 integrated schools in Nairobi County, 10 administrators, 15 special
needs teachers, 40 regular teachers, and 25 parents. However, 7 head teachers, 12 special needs
teachers and 33 regular teachers participated in the study. Results have been presented and discussed in
different sections: bio-data and findings based on the research objective.
4.1 Bio-Data of the Respondents
The study determined the distribution of the respondents in terms of gender, academic qualification and
teaching experience. The results are presented on Table 1:
7
Table 1: Summary Demographic Information of the Respondents
BIOGRAPHICAL VARIABLE
Head Teachers Gender
DESCRIPTION
Male
Female
FREQUENCY
9
1
PERCENTAGE
90.0%
10.0%
Head teachers’ academic
qualification
Bachelor’s Degree
Master Degree
6
1
85.7%
14.3%
Head teachers’ Experience (7)
Less than 10 years
11-15 years
16-20 years
21-25 years
26-30 years
Above 30 years
Male
Female
Male
Female
Bachelor’s Degree
Master Degree
Diploma
Certificate
Bachelor’s Degree
Master Degree
Diploma
Certificate
Male
Female
Less than 5 years
6-10 years
11-15 years
Above 15 years
0
0
2
1
2
2
3
14
104
96
8
0
3
1
6
8
14
5
8
25
0
6
12
15
0%
0%
28.57%
14.3%
28.57%
28.57%
20.0%
80.0%
11.12.0%
88.88.0%
66.67%
0%
25.0%
8.33%
18.18%
24.0%
42.0%
16.0%
25.0%
75.0%
0%
18.18%
36.36%
45.46%
Parents’ Gender (n=17)
Gender Distribution of Special
Needs Teachers
Special Needs teachers’ academic
qualification
Regular teachers’ academic
qualification
Regular Teachers’ Gender
Regular teachers’ Experience
Male head teachers were majority (90%) in sampled integrated public primary schools in Nairobi County.
Female head teachers constituted a very small percentage (10%) of the sampled head teachers. This could
imply that men were more likely to take up leadership positions in schools given the years of experience.
Based on their educational background, over three quarters (85.7%) of the head teachers had a bachelor’s
degree implying that all school managers were qualified as per the educational standards set that require
head teachers to have at least a bachelor’s degree. Majority of the sampled parents were female while
the male parents sampled were less than a quarter. Majority of the sampled special needs teachers
(66.66%) were bachelors’ degree holders, some had acquired master’s degree while others had a diploma.
Of the sampled regular teachers, a quarter of the teachers were male while the majority was female. Most of the
sampled regular teachers teachers had a teaching experience of more than ten years while none of the
sampled regular teachers had taught for less than five years.
8
4.2 Effects of age at cochlear implantation on listening skills
This study sought to find out the availability of resources for learners with intellectual disability in
integrated schools in Nairobi County. Results on effects of age at cochlear implantation on expressive
ability are presented in Table 2.
Table 2: Available resources for students with mild ID as reported by special needs teachers,
regular teachers, parents and head teachers
Resources
SEN teachers
Regular
%
%
%
68.74
80
40
Available information about 80
teachers Head
teachers Parents %
ID
Inclusive school policies
32.66
57.36
90
50.37
Physical resources
60
65.50
72.50
62
The IEP
54
24
65
50
Staffing and personnel
60
59
65
62
Links with external agencies
48
35.42
49.99
32
Curriculum
45.55
75
69.73
50.4
66.39
54
44
Evaluation
of
student’s 47.74
progress
Teaching strategies
48.36
54
73.25
38.36
Student interactions
52
56
65
52
The schools were categorized into codes as school A, B, C, D and lastly school E. In school A and C, half
of the sampled special needs teachers (52%) reported that student interactions were sufficient in their
respective schools for students with mild ID. The importance of this is emphasized by Cross & Villa
(1992) who argue that “fellow students can be members of a collaborative team who can offer a
refreshing, creative, enthusiastic and cost effective source of expertise"
Inclusive school policies
provision was reported by a few of the sampled special needs teachers in almost all the schools. This
shows that the policy on inclusive education has not been fully implemented in most of the schools as
reported by the teachers.
Over half of the sampled teachers (65%) reported physical resources for students with mild ID. This is
quite promising, as students with mild intellectual disabilities require many physical resources for them to
thrive in the mainstream classes. This is in line with Carter (2009) who observed that children with
intellectual disability require appropriate learning materials such as adapted textbooks, adapted
9
curriculum, supportive teachers, and assistive devices or technology that can help improve their writing,
speaking, hearing, computer access and math among others.
Majority of the sampled special needs teachers (80%) reported provision of information on intellectual
disabilities. It is important for teachers and parents to be provided with information about intellectual
disabilities so that they can be aware of what they need to do during placement. Almost half of the
sampled special needs teachers (47.74%) reported that there is constant evaluation of student progress.
Most of the sampled head teachers (80%) reported that there was provision of relevant information,
enough physical resources, inclusive school policies, student interactions, enough staffing, assessment
and achievement, and teaching strategies. In school A and C, there were strong ties with the respective
agencies and donors working closely with the schools. The donors had provided the schools with
resources and on-going training opportunities for teachers in the schools. However, in school B, D, and E
the sampled head teachers reported that there were less or no links at all with external agencies to help
students with mild ID and provision of curriculum.
Most of the sampled parents (62%) agreed that the integrated primary schools where their children were
learning provided physical resources. However, there were inclusive school policies in the schools that
were yet to be implemented as reported by half of the parents (50.37%). Some parents in school B and E
pointed that student interactions existed but they felt that their children were still isolated in the units with
their own programs. A parent raised a concern that ‘ my son tells me he goes back to the unit during break
time’ In the same schools, parents raised issues that there were links with external agencies but the
materials donated to the schools do not reach the students with ID who are the intended users.
During the focus group discussion, one parent said: ‘watu huleta vitu lakini zinafungiwa tu, hata hatujui
ni nini’ (there are resources that are brought by donors, however, they are just kept away in cupboards and
never used). This concern was raised with the head teacher who stated that the parents needed to make
their own contributions to top up what was already given by donors. He argued that if the materials were
given freely then the parents will not be more involved in terms of financing the needs of their children.
In almost all the schools, majority felt that assessment of the learners with mild ID existed although
teaching strategies and curriculum were not in line with their expectations. Most parents are not fully
engaged in the process of placement for their children. However, in school C, most of the parents were
quite engaged and participated in the placement decisions and education of their children. This was
witnessed during the study when the researcher found the head of school meeting parents of students with
mild intellectual disabilities to address issues affecting the students and how they can be supported. These
findings were in agreement with the literature ‘It has been recognized as key to addressing dropout
10
prevention, over-representation, enhancing student advancement to selective post-secondary education,
and improving outcomes for students with disabilities’ (Dunst &Trivette, 2009; Trivette, Dunst, &
Hamby, 2010).
5.0 CONCLUSIONS
The findings clearly reveal that there are no adequate resources and opportunities in the schools to support
the learning of students with mild intellectual disabilities. The study concluded that availability of
teaching/ learning resources and support services are critical if retention of learners with mild intellectual
disability in the mainstream is to be achieved.
6.0 RECOMMENDATIONS
1. It is recommended that funding for special units from the government and other external agencies
should be monitored in terms of how it is used to ensure that there are enough resources and
accountability.
2. There is also need for schools to link up with more external agencies for support on how best to work
with students with mild ID in the mainstream and work towards maintaining the relationships with
the agencies.
11
REFERENCE
African Child Policy Forum, (2014). Africa's 30 Year Journey with the African Children's Charter: Taking
stock,
rekindling
commitment.
Retrieved
from:
https://resourcecentre.savethechildren.net/publishers/african-child-policy-forum
Bronfenbrenner, U. (1979). The ecology of human development. Harvard university press.
Butera, G. (2005). Collaboration in the context of Appalachia: The case of Cassie. Journal of Special
Education, 39, 106 – 116.
Carter, J. (2009). Preparing for the journey: A cooperative approach to service provision for children with
intellectual disabilities in Cambodia. Phnom Penh: Hagar.
Creswell, J. W., Plano Clark, V. L., Gutmann, M. L., & Hanson, W. E. (2003). Advanced mixed methods
research designs. Handbook of mixed methods in social and behavioral research, 209, 240.
Cross, G., & Villa, R. A. (1992). The Winooski school system: An evolutionary perspective of a school
restructuring for diversity. Restructuring for caring and effective education: An administrative guide to
creating heterogeneous schools, 219, 237.
Douma, J. C. H., Dekker, M. C., & Koot, H. M. (2006). Supporting parents of youths with intellectual
disabilities and psychopathology. Journal of Intellectual Disability Research, 50(8), 570-581.
Dunst, C. J., & Trivette, C. M. (2009). Capacity-building family-systems intervention practices. Journal
of Family Social Work, 12(2), 119-143.
Education for All (Project). (2007). Education for All Global Monitoring Report 2008: Education for All
by 2015. Will We Make It?. Oxford University Press.
Elder B., Damiani M., Oswago B. (2016). From attitudes to practice: Utilising inclusive teaching
strategies in Kenyan primary schools. International Journal of Inclusive Education, 20(4), 413–434.
doi:10.1080/13603116.2015.1082648
Gall, M. D., Borg, W. R., & Gall, J. P. (2003). Case study research. Educational research: An
introduction, 123-163.
Jackson, L. B., Ryndak, D. L., & Wehmeyer, M. L. (2008). The dynamic relationship between context,
curriculum, and student learning: A case for inclusive education as a research-based practice. Research
and Practice for Persons with Severe Disabilities, 34(1), 175-195.\
Kenya National Survey for Persons with Disabilities (2008). Preliminary Report on Persons with
Disability.
Retrieved
from:
https://www.african.org/CBR%20Information/KNSPWD%20Prelim%20Report%20-%20Revised.pdf
Konstantopoulos, S. (2009). Effects of teachers on minority and disadvantaged students' achievement in
the early grades. The Elementary School Journal, 110(1), 92-113.
12
Miles, M. B., Huberman, A. M., & Saldana, J. (2013). Qualitative data analysis. Sage.
Nowak, H. I., Broberg, M., & Starke, M. (2013). Parents’ experience of support in Sweden: Its
availability, accessibility, and quality. Journal of Intellectual Disabilities, 17(2), 134-144.
Odongo, G. (2012). Examining the attitudes, perceptions, and concerns of Kenyan teachers toward the
inclusion of children with disabilities in general education classrooms (Doctoral dissertation).
Trivette, C. M., Dunst, C. J., Hamby, D. W., & O’Herin, C. E. (2010). Effects of different types of
adaptations on the behavior of young children with disabilities. Research Brief (Tots n Tech Research
Institute), 4(1), 1-26.
World Health Organization (2011). World report on disability. Geneva: WHO