Aim: This study sought to establish the influence of parents’ economic status on the enrollment of learners with physical challenges in preschools Methodology: This study employed descriptive ex-post research design to facilitate determination of the influence of independent variables (parental economic status) on the dependent variable (enrollment of children with motor disability in preschools). The target population of 362 persons comprised of 33 headteachers, 131 teachers and 198 parents. By use of stratified and simple random sampling techniques, 66 parents were selected in addition to 11 headteachers and 33 teachers to constitute the sample size of 110. Data collection instruments used were questionnaires for headteachers and teachers and interview schedule guides for parents. Collected data was arranged and analyzed by use of Statistical Packages for Social Sciences (SPSS). Quantitative data was correlated, expressed in means, percentages, descriptive statistics and chi-square tests to show the association (P < 0.05 at 95% confidence level) and their effect on outcome variables. Unstructured questions in questionnaires and interview schedules were analyzed qualitatively through grouping responses in respect to priority and strength of the response. Results: The economic status of the parents had a positive association with enrollment of learners with motor disability in preschools. Learners with motor disability from parents of high economic status had a higher enrollment in preschools. There was no significant difference on enrollment among sexes, schools and types of schools (P > 0.05). Conclusion: The study concludes that economic status of parents affect enrollment of learners with physical challenges in the preschools.  Enhancing the economic status of parents will boost the enrollment of children with motor disability in preschools.

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Owing to technological advancements, Electronic Braille note-taking (EBN) devices have been developed and are currently in use by learners with visual impairment in Kenya. This study intends to examine the impact of EBN devices on academic performance of visually impaired learners in selected special primary schools in Kenya. The study used a descriptive design while applying both quantitative and qualitative approaches. Six special schools were purposively sampled: St. Francis Special School in West Pokot County, Marigat Special School in Baringo County, Kiomiti Special School in Kisii County, Korara Special School in Bomet County, Kibos Salvation Army School for Visually Impaired in Kisumu County and Salvation Army Thika Special Primary School in Kiambu County. The data was analyzed both descriptively and thematically. The results were presented in form of tables and figures. The findings of the study show that the EBN devices as used in the primary schools for visually Impaired learners in Kenya have a positive impact on their academic performance. This study recommends that the stakeholders of schools with Visually Impaired leaners to increase the supply and distribution of EBN devices to the schools so as to achieve the recommended 1:1 device to learner ratio.

: The purpose of this study was to determine the effect of mainstreaming among autistic learners on their educational experiences in primary schools in Nyamache sub-county, Kisii County, Kenya. The study specifically was guided to address the following objectives; to assess the effect of Peer Interaction on educational experience of learners with autism, to find out the effect of learner’s Self-management on educational experience of learners with autism, to assess the effect of Antecedent Procedures on educational experience of learners with autism and to examine the effect of Peer-Mediated Interventions on educational experience of learners with autism in primary schools in Nyamache sub-county. A descriptive survey design was adapted in this study. The researcher used purposive sampling to select the 11 mainstreamed schools out of 102 primary schools with ASD learners. The 11 head teachers from these schools and also the 36 SNE trained teachers were selected as the subject of the study totaling to 47 respondents. Structured questionnaires, and observation schedules were formulated to collect the required data. Data was analyzed using both descriptive and inferential statistics. Descriptively, frequency and percentages were used while for inferential statistics the Spear-man correlation and chi square test were used. The results revealed that the application of the four strategies played a significant role in improving the education experiences of the ASD learners in the mainstream schools. It was established that most of the respondents agreed that; pear interaction played a very significant role in enhancing education experience of learners with ASD. Similarly, majority of the respondents indicated that learner’s self-management, use of antecedent procedures and the peer mediated learning were also important strategies for enhancing education experience of the ASD learners. Further analysis using the chi square test of association and spearman correction revealed that there was a very significant association between the selected strategies for the study and educational experience of the ASD learners in mainstream primary schools. The study concluded that mainstreaming assists the learners with ASD as they learn new skills from their peers and hence their educational experiences are improved effectively. Based on the findings of the study, it is recommended that mainstreaming should be improved in all schools in order to accommodate learners who are challenges. Besides, teachers and other stakeholders in the Ministry of Education Science and Technology (MOEST) should take center stage to assist in recommending strategies on how to handle diverse learning in classroom