Psychosocial challenges and counseling interventions for learners with special needs in selected inclusive primary schools in Njoro Sub-Ccounty of Nakuru County, Kenya

Abstract

Globally, challenges facing learners with special needs and their counseling interventions have been of great concern to educationists and other well wishers. The Kenya government and education stakeholders have joined the world in defending the rights of persons with disabilities. In the process, they have come up with strategies for dealing with the learners’ special concerns although the issues of psychosocial challenges and counseling remedies are still impending. The purpose of this study was to identify psychosocial challenges faced by the learners and come up with counseling interventions to be used by all education stake holders. The study adopted the descriptive survey design which was suitable because it is designed to obtain precise information concerning current status of phenomena and to draw valid conclusions from the facts discovered. The target population comprised 51,775 people while the accessible population comprised 10,200 learners in all the inclusive Primary Schools in the Sub County, 10 Education Officers and 40 Teachers. The sample size consisted of 100 pupils from one private and two public primary schools, five Education officers and 20 class teachers. The education officers and the teachers were purposively sampled while the children were selected using stratified random sampling technique. Quantitative data was collected in the targeted schools using questionnaires while qualitative data was collected using interview schedule which was conducted among selected respondents. Validity of the instruments was ensured by use of experts’ judgment from the department of Psychology, counseling and Education Foundations. A pilot study was conducted to ensure reliability of the instruments where a coefficient of 0.702 was obtained by using Cronbach’s Alpha Method. The study used descriptive statistics such as frequencies, means and percentages when analyzing data. Analysis of qualitative data was done by identifying the key substantive points and putting them into exhaustive and exclusive categories. Statistical Package for Social Sciences (SPSS) version 17.0 for windows was used in data analysis. The study revealed that learners in inclusive Primary Schools have diverse special needs, face psychosocial challenges such as withdrawal which require well programmed guidance and counseling services. The study concluded that psychosocial challenges exist among learners with special needs and that counseling interventions have not been put fully resulting to minimal effects on the learners. The study recommended integration of counseling services in all subjects, better remuneration and employment of trained staff and adjustment of education policies to meet learners’ needs.