INCLUSIVE EDUCATION PRACTICES AND ACADEMIC PERFORMANCE IN EXAMINABLE SUBJECTS AMONG LEARNERS WITH HEARING IMPAIRMENTS IN PRIMARY SCHOOLS IN KISUMU COUNTY, KENYA

Inclusive education aims to ensure equitable access to quality education for all learners regardless of disability. In Kenya, the Constitution 2010 and Basic Education Act 2013 mandate inclusion of learners with disability in regular schools. However, learners with hearing impairments continue to underperform in national examinations, especially in Kisumu County. This study examined the influence of inclusive education practices on academic performance in examinable subjects among learners with hearing impairments in public primary schools in Kisumu County. Guided by Vygotsky’s Social Constructivist Theory, the study adopted a descriptive survey design. The target population was 45 teachers, and 120 learners with hearing impairments was selected through purposive and stratified sampling. Data was collected using questionnaires, interview schedules, observation checklists, and document analysis of KCPE results from 2022 - 2024. Quantitative data was analyzed using SPSS for descriptive statistics, Pearson correlation and regression. Qualitative data was analyzed thematically. Findings revealed that teacher competency in Kenyan Sign Language, availability of assistive devices, use of differentiated instruction and visual teaching aids significantly influenced performance in English, Kiswahili, Maths and Science. Schools with KSL - trained teachers recorded 14.3% higher scores. However, challenges such as inadequate resources, large class sizes, and lack of KNEC interpreters hindered performance. The study concludes that inclusive practices are critical for academic success but are hampered by inadequate teacher preparation and resources. It recommends in-service KSL training, provision of hearing aids, and collaboration between MoE, KNAD and parents.