Environmental Determinants of Educational Transition: Examining the Progression of Pupils with Physical Impairments from Integrated Primary to Junior Secondary Schools in Rachuonyo Sub-County, Kenya

Elijah Owino Oluoch
University of Eastern Africa, Baraton
Email: elijahowino193@gmail.com

Abstract: This study examined the environmental determinants influencing the transition of pupils with physical impairments from integrated public primary schools to junior secondary schools in Rachuonyo Sub-County, Homabay County, Kenya. Despite national policies promoting inclusive education and the 100% transition policy, learners with physical impairments continue to experience barriers that limit their progression to the next level of education. The study aimed to investigate environmental factors that influence the transition of these learners within the inclusive education framework. A descriptive research design was adopted. The study was conducted in 32 integrated public primary and junior secondary schools that enroll learners with physical impairments. The target population comprised learners with physical impairments in Grades 6, 7, and 8, teachers, headteachers, and the county officer in charge of special needs education. Purposive sampling was used toselect participants with direct experience in inclusive education and transition processes. The final sample consisted of 141 respondents, including 57 learners with physical impairments, 53 teachers, 30 headteachers, and one county special needs education officer. Data were collected using questionnaires for learners and semi-structured interviews for teachers, headteachers, and the county officer. The findings revealed that although many schools had accessibility features such as ramps, wide doorways, and accessible restrooms, several barriers still existed, including uneven terrain, narrow corridors, inadequate ramps, and outdated infrastructure. The study concludes that improving school infrastructure and accessibility is essential for promoting equitable educational transition for learners with physical impairments.