Teacher Awareness and Support for Learners with Learning Disabilities in Public Primary Schools in Trans-Nzoia County, Kenya

Abstract

This paper investigates the level of teacher awareness and its influence on support for learners with learning disabilities in public primary schools in Trans-Nzoia County. The study was based on concurrent triangulation research design. The social constructivism theory formed the theoretical foundation of the study. The target population for the research consisted of 4107 teachers from which 351 were selected as the study sample size. Stratified random sampling technique was used to select teachers. The study used questionnaire, interviews and focus group discussions to collect data from teachers. It emerged that 59.5% of teachers were moderately aware of pupils with learning disabilities in their schools. The results shows that there existed significant positive relationship (r=0.256 and p=0.028) between Teachers Awareness of LD in Trans-Nzoia county and effective inclusion of these learners in their schools. In recommendation, teachers need to look for opportunities for further training to increase their awareness on learning disabilities in schools. There is also need for teachers to work with parents to assist pupils with learning disability in primary schools.

Key Words: Teacher, Awareness, Learning Disability, Support