Managing inappropriate behaviours of pupils with mild cognitive disabilities in selected inclusive primary schools: Changamwe Sub-county, Mombasa county, Kenya

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.