Transition of learners with intellectual disabilities from school to community opportunities and challenges in Busia county- Kenya

Abstract

The aim of establishment of the schools for learners with Intellectual Disability was to ensure that they live an independent life in the community. A baseline survey conducted in Busia County in 2017 indicated, 347 Learners with Intellectual Disability have graduated from Special schools in Busia County from 2000-2016 with only 7 having been employed by schools as casual labourers in areas such as the farms, compound cleaners and as security guards. Though LWID are training, they are not engaged in active community development activities. The purpose of the study was to investigate school-to-community transition for learners with intellectual disabilities with emphasis on opportunities and challenges in schools and community, in Busia County-Kenya. The objectives were to; establish opportunities in Special schools that enhance transition from school to community, establish opportunities in the community enhancing transition from school to community, find out challenges in Special schools that hinder transition from school to community and investigate the challenges in the community hindering transition from school to community. A conceptual framework on the interplay of opportunities and challenges and how they impact on transition from school to community integration was used. The study adopted a descriptive survey design. The target population comprised 43 teachers, and 22 LWID, 31 parents/guardians and 33 employers. The 43 teachers were sampled by use of saturated sampling method while snow ball sampling was used to establish the sample size of the graduates, parents/guardians and employers. The study used a sample of 39 teachers, 20 graduates, 28 parents/guardians and 33 employers. Questionnaires, interview schedule and focus group discussion were used to collect data. Reliability of the questionnaire was established through a pilot study where 10% of the teachers’ population was used and by using test retest a reliability co-coefficient of 0.87 established. Reliability of the interview schedules and focus group discussion was established through triangulation. Data was analysed using descriptive statistic and presented using pie-charts and frequency tables for interpretation and qualitative data was analysed using thematic approach. The study found that opportunities exist in both the Special school and the community. Opportunities in school included provision of transition skills such as social skills and vocational skills 3.385(98%), related services such as physiotherapy and occupational therapy 2.821(85%). Opportunities in the community ware adequate such as carpentry workshops, farms and shops (98%)3.359 and training opportunity like workshops, salons 2.872(70%). Challenges in Special schools included lack of school to community linkages 3.33(80%) and Isolation from the community due to prolonged stay in school 3.538(89%). Challenges in the community included poverty (87%) and inadequate policy and legislation on employment of PWID.The study conclude that opportunities in Special school and in the community, ware not linked and challenges in the school and community have severe effects to transition. The study recommends that there is need to link opportunities in school to the community and develop policies on employment of PWID. The study is significant to education planners and administrators as it will provide insight at planning programmes in Special Education.