Sewe, Dorcas Akinyi1; Rose Atoni2; Jennifer Munyua31, 2, 3 The Catholic University of Eastern Africa
This study investigated the influence of the inclusive school environment on the academic performance of learners with physical and visual impairments in public comprehensive schools in Kakuma Refugee Camp, Turkana County, Kenya. The study was anchored on Inclusive Education Theory and adopted a mixed-methods approach using a convergent research design. The target population comprised 21 public comprehensive schools, 957 learners with physical and visual impairments, 116 teachers, 21 heads of institutions, and one Quality Assurance and Standards Officer in Kakuma Refugee Camp. A sample of 19 schools, 282 learners, 90 teachers, 19 heads of institutions, and one Quality Assurance and Standards Officer was selected using stratified, simple random, purposive, and census sampling techniques. Data were collected using questionnaires, interview guides, observation guides, and document analysis schedules. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed thematically. The findings indicated a positive relationship between the inclusive school environment and academic performance of learners with physical and visual impairments, with a correlation coefficient of r = .648. Where regression analysis was used, the coefficient of determination was R² = .420, indicating that the inclusive school environment explained approximately 42.0% of the variation in academic performance. The findings suggest that strengthening inclusive school environments may contribute to improved academic performance among learners with physical and visual impairments in public comprehensive schools in refugee settings. The study therefore recommends strengthening inclusive practices, accessibility, teacher support, and school-level mechanisms that promote the effective participation and learning of learners with disabilities.
