Mauya, Beatrice K.2017-12-302017-12-302016-12http://ir-library.ku.ac.ke/handle/123456789/18050Research Thesis Submitted to the School of Education in Partial Fulfilment of the Requirement for the Award of the Degree of Master of Education of Kenyatta University, December, 2016The study sought to assess the school based barriers namely the learner, the teacher, the curriculum and the infrastructure that affect the academic performance of pupils with learning disabilities in regular schools in Eastern Zone of Nakuru Municipality in Nakuru County, Kenya. The study adopted a descriptive survey design. The research instruments included an interview schedule for the head teachers, questionnaires for the teachers and an observation schedule. The data collected was appropriately coded and analyzed using SPSS. Qualitative data was organized into themes, categories and patterns relevant to the study by tabulation. Quantitative data was presented using descriptive statistics such as percentages, means, frequency distribution tables, bar graphs, histogram and pie-charts. The study found that majority of learners had LD. It was also found that majority of teachers had not attended training in special needs which affected how they handled learners with LD. The study also found out that curriculum adaptation for learners with LD was not appropriate. The study concluded that; Lack of training of teachers in special needs to handle students with LD negatively affected the performance of learners with LD, failure to apply special teaching methods by teachers affected performance of learners with LD, teachers’ attributes such as qualification, experience and adequate syllabus affected performance of learners with LD, the curriculum was not appropriate for learners with LD and this contributed to poor performance of learners with LD, lack of teaching aids contributed to poor performance of learners with LD and lack of enough affected the performance of learners with LD negatively. The study recommended more training for teachers to handle learners with LD. It was also recommended that the curriculum should be reviewed to make it more appropriate for learners with LD. The government should increase budgetary allocation to improve infrastructure in the primary schools. It is envisaged that the study findings will inform the Ministry of Education, policy makers and educators about the school based factors that affect performance of learners with LD in regular schools so that appropriate measures may be taken to remedy the situation. The study will also contribute literature to the field of study.enThesis