This study aimed at investigating the psychosocial challenges faced by physically challenged
learners integrated in selected mainstream secondary schools. The study was done in selected
mainstream schools in Olkalou Central District in Nyandarua County, Kenya. The researcher
employed mixed method paradigm; both descriptive cross-sectional and naturalistic
phenomenology designs to collect the data. Probability and non probability sampling were
employed to select the sample; 22 teachers, 48 students and 10 support staff. Tools used to
collect data were questionnaires; for teachers and the students who were the key respondents,
and interview guide for teacher counselors and the support staff. Convergent model was used to
analyze and interpret the data. Quantitative data was analyzed using Statistical Package for
Social Sciences (SPSS) version 19.0 and presented using frequencies, means and percentages
while qualitative data was analyzed and categorized into themes and presented in form of
narratives and interview transcripts. The study found that learners with physical disabilities in
integrated schools suffer low self-esteem, however, they enjoy warm peer acceptance and both
teachers and the support staff relate indiscriminatively. It was also found that teachers with
special training education are very few in the mainstream schools and the need for disabled
friendly school environment was alarming. It recommended that the Government should provide
adequately educational services for persons with special needs and disabilities, strengthen
Educational Assessment and Resource Centers (EARCs) in the district levels, increase training
and in service of teachers who handle learners with special needs, and provide qualified teachercounselors
in mainstream schools and rehabilitation centers. Parents need to be sensitized on
issues concerning disabilities and their key role in assisting them to maximize their abilities and
thus function at their best.