Enhancing School Attendance Through Assistive Technology: Teaching Learners with Diverse Disabilities in Comprehensive Schools, Meru County, Kenya

Abstract

Kenya has made significant changes towards inclusive education for learners with disabilities. This has been made possible through various policies and act of parliament, the introduction of inclusion in mainstream schools as opposed to special schools and 100% transition from one level of education to the next. However, the use of assistive technology in learning by learners with disabilities still remain a nightmare. The learners with disabilities have not received adequate assistant to enable them attend learning institutions. These learners need to access education which prepare them for employment and independent living, failure to which may result to anti-social skills. This study sought to address school attendance through assistive technology to enhance teaching of learners with diverse disabilities in comprehensive schools in Meru County in Kenya. The study was guided by the following objectives: to determine the various types of disabilities that are present to learners in comprehensive schools, establish if the various types are of single type or multiple disabilities and determine the support that is provided to learners to ensure they go to school. The study location was Meru County with a sample size of 88 respondents. Data was collected using questionnaires, interview schedules and observation checklist. The Quantitative data was analyzed using quantitative methods and statistical package for social science version 22 was employed in data organization. Qualitative data was analyzed using thematic analysis. Findings of the study revealed that comprehensive schools in the county have learners with different disabilities attending school, all who are taught and assessed in the same way, compromising quality of learning and performance.