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accessible restrooms, several barriers still existed, including uneven terrain, narrow corridors, inadequate ramps, and outdated infrastructure.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.

Abstract: Learners with impairments have a right to a quality education in regular classrooms. Nevertheless, the learning efficacy of learners with physical impairments in public regular primary schools has been declining. The goal of this study was to investigate how psychosocial factors affect the learning effectiveness of learners who have physical impairments in public regular primary schools in Kitui County. The target population was 89,745 participants while sample size was 265 respondents. The data collection tools were limited to questionnaires, observation checklists, interview schedules and focus group discussions guide. Quantitate data was analyzed through descriptive methods while qualitative data was presented in narrative form. This publication details the results of an in-depth investigation into the relationship between school community attitudes and the learning efficacy among learners with physical impairments attending public regular primary schools in Kitui County. The study established that there was significant relationship between community attitudes and learning efficacy among learners with physical impairments whereby positive attitudes triggered high learning efficacy and vice versa. The study recommended robust programmes be put in place by ministry of education in collaboration with non-governmental organizations to spur positive change of attitudes among school community and to demystify stereotypes associated with physical impairments. The study also recommended teachers and peers in regular schools to appreciate and support learners with physical impairments in regular schools.