Perspectives on Psychosocial Challenges Facing Integrated Learners with Physical Disabilities (LWPD) in Selected Kenyan Mainstream Secondary Schools

Abstract

The study investigated the perspectives on psychosocial challenges facing integrated learners with physical
disabilities (LWPD) in the selected mainstream secondary schools in Olkalou District in Nyandarua County, Kenya.
The study was informed by the Chickering Psychosocial Development Theory. The study adopted a Mixed Methods
design. The study participants comprised teachers and integrated LWPD learners in secondary schools. The sample
size comprised 48 students integrated in the selected secondary schools from Olkalou rehabilitation centre in the
previous four years and 60 teachers. Questionnaires and interviews were used to collect data. The results indicated
that learners with physical disabilities in integrated schools suffer low self-esteem, and they also found it very hard
to fit into the world of non-disabled learners. The study recommended a comprehensive implementation of inclusive
education policy and proper guidelines integration of special needs learners in Kenyan mainstream schools.
Keywords: Perspectives, Psychosocial, Challenges, Integrated, Learners with Physical Disabilities (LWPD),
Mainstream, Secondary schools.