| dc.description.abstract | Learners with Mild Developmental Disabilities (MDD) have personal characteristics which are observable specifically in inattention, memory disorders, hyperactivity and emotional imbalance that affect their learning. They take longer to learn, difficulty understanding new concept, social and communication skills and slow cognitive processing compared to their peers. In Kenya there are 321,000 persons with developmental disabilities where 112,000 (34%) are school going age children between 4 and 13 years. Despite the government efforts to enhance Free Primary Education (FPE) programs in Kenya so as to meet the international commitments such as Education For All, there are learners with MDD in Rarieda SubCounty who are facing educational challenges in schools. Statistics from Maranda EARC indicates that between the years 2014-2017, 96 learners with MDD were assessed and placed in regular schools in Rarieda sub-county. This is high compared to learners in Bondo Subcounty which is 82 (29.28%) and Gem sub-county which is 66 (22.25%).However, their classroom participation is not known since these schools are meant for regular learners. The purpose of this study was to find out the influence of MDD on classroom participation in regular primary schools in Rarieda sub-county. The objectives of the study were to find out the influence of MDD in asking and answering questions among learners, establish the influence of MDD on class discussions among learners and establish the influence of MDD on class work completion among learners in regular primary classrooms. The study was guided by a conceptual framework showing influence of MDD as independent variable and classroom participation dependent variable. Descriptive survey and correlational research designs were used in the study. The target population was 420 teachers, 96 learners. Purposive sampling technique was used to select 60 schools and simple random sampling was used to select 140 teachers and 32 learners. Data was collected using questionnaires, observation and interview schedules. The research instrument was presented to experts who judged their face and content validity. Reliability of the instruments was established through test-retest method using pearsons coefficient that gave a Reliability coefficient for teacher questionnaires of 0.75 and 0.77. Quantitative data was analyzed using descriptive statistics such as means, percentages, tables and frequency counts while qualitative data was described in themes and sub-themes. Correlation coefficient was used to determine the influence of MDD in classroom participation. The study revealed that learners with MDD do not participate in asking or answering questions in regular classroom. This was indicated by an overall (Mean = 2.46) and a negative correlation of(r=796, R2=0.632, 63.2%) p=.000. The results also indicated that MDD learners do not participate in class discussions and do not complete their work in time. However, a few who managed to complete had a lot of inaccuracies. This was shown by an overall mean rating of (M = 2.4) and a negative correlation of (r=.868; R2=0.754, 75.34%) p=000.In conclusion, MDD negatively influence classroom participation in regular primary schools. The study recommends that regular school teachers to encourage MDD learners through IEP remedial so that they participate in classrooms. Refresher courses, workshops and seminars should be organized for regular primary teachers within the Sub-County to equip them with knowledge on Special Needs Education. The Ministry Of Education Science and Technology needs to create awareness of Inclusive Education and its effectiveness to teachers regarding MDD in regular schools. The findings of the study may be useful to teachers handling learners with MDD in regular classrooms | en_US |
