Abstract:
Introduction. The focus of this study was to investigate management of inappropriate behaviours
of pupils with mild cognitive disability in selected inclusive primary schools in Changamwe
Sub-county, Mombasa, Kenya. The study was guided by the following specific objectives: (1) To
determine the prevalent inappropriate behaviours of pupils with cognitive disabilities in inclusive primary
schools. (2) To identify the factors leading to inappropriate behaviours of pupils with cognitive
disabilities. (3) To delineate the strategies teachers employing managing inappropriate behaviours of
pupils with cognitive disabilities. (4) To determine the challenges teachers face in managing inappropriate
behaviours among pupils with cognitive disabilities. The study was guided by the social
learning theory of Albert Bandura.
Materials and Methods. The study employed descriptive survey. The sample size comprised 10
deputy head teachers, 60 teachers and 30 pupils with cognitive disability. The total sample was one
hundred (100) participants. The sample size was determined using purposive and random sampling
methods. The researcher collected the data himself through the use of questionnaires, an interview
schedule and an observation checklist. Qualitative data collected was analyzed using SPSS whereas
thematic analysis was used for qualitative data.
Results. The study established that academic inappropriate behaviors were the most prevalence
among learners with cognitive disability as compared to the social and disruptive inappropriate behaviors.
Hyperactivity and easy distraction were cited as the major factors leading to the inappropriate
behaviors among learners with cognitive disability.
Conclusions. We also discuss some recommended steps and effective strategies for improving
the situation in schools.
