School Determinants Influencing Social Skills Development among Learners with Mild Intellectual Disabilities in Units in Siaya County, Kenya
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Date
2025-11
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Kenyatta University
Abstract
Social skills development is an important aspect of education among children with intellectual disabilities for independent living. The purpose of this study was to analyze the school determinants influencing social skills development of learners with mild intellectual disabilities in special units in public primary schools for learners with intellectual disability in Siaya County. Most learners with mild ID lack social skills, this is exhibited by challenges they face in the community. The study therefore looked at; instructional strategies, teachers training, instructional resources and physical facilities in relation to social skills development. The theoretical basis of the study was based on Vygotsky's theory of social development. In the study, a mixed method approach with a focus on both qualitative and quantitative aspects was employed. 10% of the 24 schools that serve learners with modest intellectual disabilities were included in the sample. A total of 189 respondents from the research location made up the target group, which included (137) learners with intellectual impairments who took part in the study, 12 head teachers who were interviewed, 12 deputy head teachers, and 29 teachers who completed the questionnaires. The researcher used purposive random sampling to select special units in public primary schools for learners with ID to take part in the study. The main research instruments, which were used, included open-ended questionnaires, interview guides and observation checklists. Validity was ensured through expert consultation from supervisors. Triangulation, piloting and test retest was adopted to increase reliability of qualitative data. After two weeks, the researcher picked up the completed surveys that were given to the target schools. The researcher also conducted in-person interviews at the school. In Siaya County, one special unit for learners with intellectual disabilities served as the pilot site. Quantitative data was examined using a computer program, the statistical package for social science (SPSS) software version 22, and displayed in tables, graphs, and charts. Qualitative data was gathered, analyzed thematically, and given in narrative form. From the study findings, it was indicated that teachers were equipped with the knowledge to teach social skills to learners with intellectual disabilities. The head teachers informed this study that inadequate teachers without required skills may not capture all the needy learners with MID due to high population with a majority being the regular learners. This study recommended that there is need for enhanced home practice by learners, training learners with mild intellectual requires a lot of patience, increase the frequency of trainings and involve parents and significant others in the training programs. Also, teachers need to employ Scaffolding which is a technique for changing and extending instruction to learners and aid in their acquisition of new abilities.
Description
A Research Thesis Submitted to the School of Education in Partial Fulfilment of the Requirements for the Award of Degree of Master of Education (Special Needs Education) Kenyatta University, November 2025.
Supervisor
1. Dr. Jesina Muthee
2. Dr. George Mathenge