The Influence of Curriculum on Teaching and Learning Management for Pupils with Intellectual Disability in Special Schools, Meru County, Kenya

Abstract

Effective teaching and learning for pupils with intellectual disabilities (ID) is vital in promoting socio-economic development in Kenya. However, pupils with intellectual disabilities are neglected, resulting in exclusion and reduced academic achievement. Although special schools exist in Meru County to serve these pupils, providing quality, tailored-made teaching and learning remains challenging in spite of the comprehensive education policies supporting disability mainstreaming. This study investigated how curriculum influences teaching and learning management for intellectually disabled pupils in special schools in Meru County. Guided by bioecological theory, the study utilized a mixed-methods approach with a cross-sectional descriptive survey design. The target population included 45 teachers, four head teachers, 387 parents, 4 Sub-County Directors of Education, and 4 Teachers' Service Commission Sub-County Directors across four special schools in Meru County. Proportionate random sampling technique selected 45 teachers, 32 parents, four head teachers, 4 Sub-County Directors of Education, and 4 Teachers' Service Commission Sub-County Directors as the sample. Data was collected using questionnaires, focus group discussions, and interviews, with validity and reliability testing of the tools. The results revealed a significant perception gap regarding the alignment of the curriculum with intellectually disabled pupils' needs, indicating a need to better understand their challenges. The study highlights a significant perception gap regarding alignment of the current curriculum with the unique needs and capabilities of pupils with intellectual disabilities in special schools in Meru County. Results emphasize the necessity for a flexible, inclusive curriculum informed by principles of Universal Design for Learning, expert collaboration, and ongoing curriculum evaluation to promote special education practices. The study recommends the Ministry of Education to review Kenya's special education policies and curriculum to ensure alignment with the unique learning needs of intellectually disabled pupils.