Abstract:
Even though education is a basic human right, it is still hard for children with special needs to go to school. It
is from this perspective that this study was designed to assess how learning resources are a determining
factor in teaching learners with special needs in public primary schools in Kenya. The article is an extract of a
study that was conducted in the Machakos Sub-County of Kenya in 2022. The study sought to assess how the
availability of physical facilities and instructional materials influences the teaching of learners with special
needs in public primary schools in Machakos Sub-County. The study was based on Albert Bandura's Social
Learning Theory and used a descriptive survey research method. The target population was 62 head teachers,
802 teachers, and one curriculum support officer for special needs. The sample size included 80 teachers,
three head teachers, and one curriculum support officer for special needs. Data was collected through the use
of questionnaires for the teachers, an interview schedule for head teachers, and one curriculum support
officer for special needs education. The results showed that the physical facilities in most of the surveyed
schools were inaccessible to learners with special needs. Toilets were deemed to be the most inaccessible to
learners with special needs. The study also found that the government and parents were the key sources of
learning materials for learners with special needs. The study concluded that most facilities in public primary
schools were not suitable for use by learners with special needs. It also concluded that most inclusive schools
did not have teaching resources tailored to teaching learners with special needs. The study recommended
that the government should ensure all school infrastructure in inclusive schools are favourable to learners
with special needs. Further, the study recommends that teachers improvise play items and learning materials
that cater to children with special needs.
