Bridging the Gap: Transition of Pupils Abled Differently from Mainstream Primary Schools to Junior Secondary Schools in Rachuonyo Sub-County, Kenya

Abstract

This study examined the transition of pupils abled differently from mainstream public primary schools to junior secondary schools in Rachuonyo Sub-County, Homabay County, Kenya. The study aimed to establish the transition rate and identify challenges influencing the transition of these learners within the framework of inclusive education. A descriptive research design was adopted and conducted in 32 mainstream public primary and junior secondary schools within the sub-county. The target population comprised learners with physical impairments in Grades 6, 7, and 8, their teachers, headteachers, and the County Officer in charge of special needs education. Using purposive sampling, a total of 141 respondents were selected, including 57 learners with physical impairments, 53 teachers, 30 headteachers, and one county special needs education officer. Data were collected using student questionnaires, semi-structured interviews, and document analysis of class registers. Instrument validity was ensured through expert review, while reliability was confirmed through a pilot study which produced a Cronbach’s alpha coefficient of 0.865. Data were analyzed using descriptive statistics such as frequencies, means, and percentages. Findings indicated that the transition rate for pupils with physical impairments in the study area was lower than the national average of 99.8 percent (Ouma et al.,2024), with most respondents estimating it at around 70% and above, while others reported lower rates. Document analysis further revealed a decline in enrolment and promotion of pupils with physical impairments from Grade 6 to Grade 8. Major challenges identified were inadequate infrastructure, limited teaching and learning resources, lack of assistive technologies, shortage of trained special needs teachers, social stigma, inadequate health support, and limited parental involvement. The study concludes that despite progress in inclusive education, systemic and institutional barriers continue to hinder the effective transition of pupils with physical impairments to junior secondary schools.