Effect of Teachers' Behavior on Physically Challenged Students in Schools

Abstract

During the 19th and 20th centuries, disabled students were educated separately from non-disabled students. Today, students all throughout the world benefit from full or partial integration. Kenyan schools that offer partial inclusion allow impaired students to spend the majority of the day in classrooms with non-disabled students. The goal of the study was to determine the impact of teachers' conduct on the integration of physically disabled students in public primary schools in Busia County. Ex-post facto research was used in this study. The survey included almost 14,000 households divided into 600 clusters (436 rural and 164 urban). A total of 200 subjects were chosen, including 155 students, two head teachers, two special-needs teachers, and 41 students with physical limitations. The study used a methodology that included a literature evaluation as well as participatory data collection methods such as Key Informant Interviews (KII) and Focus Group Discussions (FGDs). Data was collected using a total of 22 KIIs and 10 FGDs across the two counties and at the national level. The study findings were presented using descriptive statistics such as frequencies and percentages. The study suggests that teachers' teaching conduct has a significant impact on children with physical disabilities' self-esteem in integrated schools and that insufficient facilities for kids with physical disabilities is a barrier to integration. As a result, the study suggests that suitable physical facilities and support services be provided to facilitate integration. In terms of special education teacher training, the Ministry of Study should encourage all teachers in integrated schools to continue their education in order to improve and update their abilities. As a result, the research recommends that data management for children with disabilities be improved, that legislative, policy, and institutional responses be updated and monitored, that a system of education be devised that is appropriate for children with disabilities be devised, that funding for children with disabilities be increased and structured to be more responsive to their needs be increased, and that the general welfare of people with disabilities be improved.