Impact of Social Needs on Participation of Children Aged 4-6 with Disabilities in Early Childhood Education Classes in Starehe Division in Nairobi County, Kenya
International Journal of Elementary Education
Volume 4, Issue 2, April 2015, Pages: 25-34
Received: Mar. 6, 2015;
Accepted: Mar. 31, 2015;
Published: Apr. 9, 2015
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Ganira Khavugwi Lilian, School of Education, College of Education and External Studies, University of Nairobi, Nairobi, Kenya
Paul Amolo Odundo, School of Education, College of Education and External Studies, University of Nairobi, Nairobi, Kenya
Boniface Ngaruiya, School of Education, College of Education and External Studies, University of Nairobi, Nairobi, Kenya
Rose Obae, School of Education, College of Education and External Studies, University of Nairobi, Nairobi, Kenya
Social needs are essential components for preventing anxiety, depression and loneliness. Providing social needs of belongingness, self-esteem and self-acceptance and fostering resilience in children living with disabilities is likely to amount to sustained coordinated efforts to support children’s psychological, social-emotional and academic development throughout early childhood and adolescent. CWD need opportunities to cultivate their skills, competences, talents, strength and social relationships, yet too often lack of proper intervention reduces their opportunities for participation. The study assessed impact of social needs on participation of Children with Disabilities (CWD) in early childhood classrooms in Starehe division in Nairobi County. Study adopted descriptive research design and targeted 5 head teachers, 35 teachers, 20 children aged 4-6 with disabilities and 20 parents of CWD. Purposive sampling and simple random sampling was used to select respondents for study. Questionnaires, observation guide and structured interview were used to solicit data. Findings revealed that teachers were not conversant with types of social needs promoting participation of CWD in ECE classes. However those teachers who effectively supported CWD social needs yielded encouraging results in inclusive learning environment. The study recommends policy for early identification on the needs for effective participation of CWD in ECE classes.
Ganira Khavugwi Lilian,
Paul Amolo Odundo,
Impact of Social Needs on Participation of Children Aged 4-6 with Disabilities in Early Childhood Education Classes in Starehe Division in Nairobi County, Kenya, International Journal of Elementary Education.
Vol. 4, No. 2,
2015, pp. 25-34.
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