INFLUENCE OF SCHOOL ADMINISTRATORS’ STRATEGIES ON EFFECTIVE MAINSTREAMING OF LEARNERS WITH READING DIFFICULTIES IN PUBLIC MAINSTREAMED PRIMARY SCHOOLS IN KOIBATEK SUB-COUNTY, KENYA

Mary J. Kiptum, Naftali Rop, Ann Maina

Abstract


Mainstreaming involves integrating learners with disabilities into general education classrooms, but it often overlooks the diverse needs of children, including reading difficulties. The study objective was to establish the influence of school administrators’ strategies on mainstreaming learners with Reading Difficulties. Systems Theory, developed by Ludwig von Bertalanffy (1968), was used to guide this study, focusing on the development of reading difficulties and the need for more effective teaching methods for these learners. The study was conducted in Koibatek Sub-County, Baringo County. The Sub-County has a total of 56 public Primary schools, of which 11 schools are practicing mainstreaming and were used in the study. Selection of the study sample was done through purposive sampling. A total of 166 respondents selected from various categories were used for the study. Research instruments were piloted to ensure reliability and validity were maintained using Cronbach's alpha. A descriptive survey design was used, where both quantitative and qualitative data were collected using semi- structured interviews, questionnaires and an observation checklist. Qualitative data were analyzed thematically as per the objectives, while quantitative data were analyzed using descriptive statistics such as percentages and presented through tables, charts and summary paragraphs. Statistical Package for the Social Sciences (SPSS) version 26.0 was utilized to prepare and organize data for analysis. The findings of the study showed limited parental involvement, with 58.8% reporting involvement, while 60.3% lacked knowledge of reading instruction and 70.6% did not help with sounding out words. The study concluded that school administrators, Parents and BOM members need to take an active role in ensuring that they are aware of the learners’ special needs so that they can assist the teachers in taking care of their learners’ needs. Teachers and parents should share various approaches to enhance the learning process in mainstreaming and focus more on acquiring resources to support mainstreaming. Based on the study findings, it is recommended that school administrators should consider tailored instructional strategies, early detection and intervention, provision of resources, professional development for teachers and effective collaboration amongst stakeholders for effective mainstreaming of learners with RDs in Koibatek Sub-County.

Keywords


school administrators, strategies, mainstreaming, learners with reading difficulties, Koibatek

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i11.7077

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