The Impact of Counselling on Exceptional Children in Regular Schools in Nakuru Municipality

Abstract

The future of exceptional students in the society can be largely determined by the effectiveness of their educational integration. Exceptional children have unique needs that emanate from their disability and that require appropriate measures to ameliorate. Though attempts have been made to offer counseling in regular schools, little has been done for exceptional children. This study focused on determining the impact of this educational support service on holistic development of exceptional learners in regular schools. The study was a qualitative one that utilized survey as the primary design. The tools for collecting data included interviews, questionnaires, an environmental observation form, and both primary and secondary documentary sources. The study was conducted on all integrated exceptional learners in regular primary schools within Nakuru Municipality. The sample comprised 35 exceptional learners, 8 females and 27 males. It also included 16 teachers directly involved in the instruction of exceptional learners. Data gathered from this study was analyzed using descriptive statistics generated by aid of Statistical Package for Social Sciences (SPSS). Results indicate that the regular teachers are the key agents in provision of counseling during teaching. Results also reveal that teacher- counselors deal with children referred to them by subject teachers, however, the study noted inadequacy of resources like time, office space and lack of government support which could compromise the provision of cormseling despite the fact that teachers held a positive attitude towards integration of exceptional students. It is observed that there is significant change mainly in the social aspect of the disabled student’s development. This research therefore recommends that regular teachers be retrained and given in- service courses to update them with appropriate knowledge and skills regarding counseling of exceptional students. It also recommends that the Ministry of Education provide clear policy guidelines on counseling programmes in integrated school setting and improve the caliber of facilities to enable the teachers to effect behavior change on exceptional students fi"om their daily interactions.