The1990 World Declaration on Education For All and framework for action to
achieve Universal Education by 2000 was root source for inclusion of learners
with disabilities in regular schools. The central problem of this study was the fact
that physically challenged learners under the inclusive setting in regular primary
schools need support in order to learn smoothly like their able bodied peers. The
purpose of the study was to find out school based factors influencing the
participation of physically challenged learners in public primary schools in
Kiambu Municipality. The specific objectives were establishing whether the
physical environment, teaching methodologies and exposure training of teachers
in management of physically challenged learners influence their participation in
public primary schools. The study also sought the coping mechanisms that the
physically challenged learners utilize in order to participate. The study utilized
descriptive research design. The target population for this study were 20 head
teachers, 100 teachers and 43 physically challenged learners in 20 public primary
schools in Kiambu Municipality. The study utilized questionnaires for head
teachers and teachers, observation schedule to observe the school environment
and focus group discussion for the physically challenged learners. The instrument
piloting was done in one school to enhance content validity. The study used testre-test
technique to ascertain the instrument reliability. The value of the reliability
coefficient obtained 0.75 for each of the questionnaires. The findings got from the
study revealed that majority of public primary schools have inadequate or lack
relevant physical facilities for the physically challenged learners like leveled door
steps, lowered door handles, ramps, staircase rails and adapted toilets. It was also
discovered that in majority of the public primary schools, the teaching and
learning resources are inadequate. From the findings of the study, majority of
teachers in public primary schools are not trained in handling physically
challenged learners therefore the teachers are unable to involve them in the
learning process. The study concluded that the regular public primary schools
have unfriendly environments which hinder movement and participation of the
physically challenged learners. Most of the public primary schools are unable to
involve the physically challenged learners in their schools due to lack of the
required teaching and materials. Most of the teachers in the regular public primary
schools do not have the skills required to handle physically challenged learners.
The study recommends that the Ministry of Education should step in and provide
financial support in these schools in order to make the environment friendly to the
physically challenged learners by constructing ramps, adapted toilets, cemented
paths and other relevant physical facilities. The study recommends on the support
by the government and other related stakeholders to step in and provide the
required teaching and learning resources that will aid the participation of the
physically challenged learners during the learning process. The study also
recommends training of regular primary school teachers on management of
physically challenged learners through in-service programmes, seminars and
workshops. The training will equip teachers in public primary schools with
knowledge, skills and variety of teaching methodologies which will benefit
learners who are physically challenged.