Mobile Schools as a Strategy for Inclusive Education: Evaluating Access and Retention of Learners with Special Needs in Garissa County

Abstract

In Kenya's arid and semi-arid regions, mobile schools offer communities a vital substitute for traditional educational institutions Despite the government and educational partners' attempts to encourage education among nomadic groups, more than 80% (135,000) of school-age children in the areas inhabited by nomadic pastoralists still do not have access to the free primary education. The study sought to establish the effectiveness of mobile schools in enhancing access and retention of learners with special needs in Garissa County. The study adopted descriptive research design; targeting a population of 151, which comprised 4 head teachers, 2 education officers, 12 teachers, 16 parents,112 learners, 5 EARC officers.  Using purposive sampling, study obtained a sample of 134 respondents.  Data was collected using questionnaire, interview schedule, and focus group discussion guide. Reliability of the questionnaire was tested the test-retest approach while validity was tested using content analysis. While qualitative data was analysed using thematic analysis, quantitative data used descriptive statistics. The study findings revealed that mobile schools were ineffective in in promoting access and retention of learners with Special Needs in Garissa County. The study recommends that the ministry of education for assessment to the EARCs to facilitate proper assessment procedures; training of teachers on use of varied teaching strategies and resources to cater for individual needs of the learners; schools to keep an open network and relationship with parents for collaborative decision making and progress monitoring of learners with special needs. Findings of this study will help the ministry of education to put in place strategies that are geared towards effective provision of education to learners with SN in pastoralist communities.