Government Efforts and Their Effect on the Educational Performance of Integrated Learners with Intellectual Challenges in Public Primary Schools in Borabu Sub-County, Nyamira County, Kenya

Abstract

The successful integration of learners with intellectual challenges in mainstream schools depends largely on government support through policy formulation, funding, teacher training, and provision of educational resources. This study examined government efforts and their effect on the educational performance of integrated learners with intellectual challenges in public primary schools in Borabu Sub-County, Nyamira County, Kenya. The study was guided by the following objectives: To establish government efforts and implementation and their effect on the educational performance of integrated learners with intellectual challenges in mainstream public primary schools in Borabu Sub-County, Nyamira County. A descriptive survey research design was adopted. Data were collected from total of 15 head teachers who were purposively selected, 45 regular teachers were selected using stratified sampling, 15 teachers in Special Needs Education institutions, 2 Educational Assessment and Resource Centre (EARC) officers and 2 Curriculum Support Officers (CSOs) were purposively selected to participate in the study. Piloting was carried out in one school that did not finally participate in the study to establish validity and reliability of research instruments. Findings revealed that although the government had established policies and provided funding to support integration, implementation remained inadequate due to insufficient financial resources, inadequate training of implementers, and limited monitoring of policy implementation. The study concluded that government efforts significantly influence the educational performance of integrated learners with intellectual challenges and recommended increased funding, enhanced teacher training, and strengthened policy implementation mechanisms.