The purpose of this study was to assess availability of instructional resources in enhancing the social skills of

learners with mild intellectual disabilities in Primary Schools’ units in Siaya County. Most learners with mild

ID lack social skills, this is exhibited by challenges they face in the community. The study was premised on

Vygotsky’s social development theory in its theoretical framework. In the study a mixed method approach

with a focus on both qualitative and quantitative aspects was employed. The sample size constituted 10% of 24

schools, the total population of schools serving learners with mild intellectual disability. A total of 189

piloting and test retest was adopted to increase reliability of qualitative data. After two weeks, the researcher

picked up the completed surveys that were given to target schools. In Siaya county, one special unit for

learners with intellectual disabilities served as the pilot site. Qualitative data collected was analyzed

thematically and presented in narrative form quantitative data was analyzed by use of computer program, the

statistical package for social science (SPSS) software version 22 data was presented using descriptive statistic

and presented in tables, graphs and charts. Quantitative data was gathered and analyzed thematically and given

in a narrative form. From the study findings, it was indicated that the teachers were equipped with knowledge

to teach social skills to learners with mild intellectual disability The study established that there is need for the

increase the frequency of trainings, involve parents and significant others in the training programs, and

functioning and adaptive behavior for many decades now. The AAID (2020) defines intellectual disability as a

disability that is characterized by significant limitation in both intellectual functioning and adaptive behavior

resulting to many everyday social and adaptive skills. This condition usually arises between conception and 18

years of age (Kennedy 2021). Intellectual disability occurs in four levels, mild, moderate, server, and profound

(Luckason & Tessa 2021). The study focused on students with mild ID though. These learners may go

unnoticed until they are in the early school years because this is when their problem with academic learning

stars to show. In conventional classroom context, they also show deficiencies in cognitive, social and adaptive

skills. People who have intellectual disabilities frequently display incorrect social behavior and inadequate

interpersonal skills. They are therefore unable to make and keep friends with other people. Poor social skills

have been linked to differences in the capacity to form and sustain friendships (Muraya & Doren, 2013).

1882 primary schools and 15 secondary schools for students with special needs, including those with ID

(Kenya School Report, 2013). This figure appears to be too low when compared to Kenya's normal school

enrollment of over 70,000 students. This is convincing evidence that, despite previous efforts, few children

with mild ID have access to school facilities. As a result, the question of which educational facilities are

available to satisfy the various needs of learners with mild ID arises.

According to African Child Policy Forum research, the majority of children with ID who attend school do so

in the mainstream. However, the mainstream offering falls short of complete inclusion because it is largely

unsupported and inattentive to individual students' learning requirements, leaving a number of students unable

to acquire the necessary skills. Findings also show that poor and middle-income nations have a greater

population of PWID (Njenga 2009; Manlike & Darmstadt, 2007). However, the conclusions of very few

Social skills are an essential component of education for all children, both with and without intellectual

disabilities, in order for them to live independently. Most learners with moderate ID in special units continue

to struggle with social skills. As a result, they encounter numerous challenges throughout their lives. This

learner's failure to develop social skills is a major issue. Child rights entitle learners with ID to free and

compulsory education, according to the Kenyan Constitution (2010), so that they can develop lifelong social

skills. In most cases, this is not the case, since most of them continue to lack human rights, help, and care,

particularly in terms of social skills development. Despite the fact that the Kenyan constitution mandates free

and obligatory basic education, most Kenyan communities and parents continue to hide their children owing to

The main purpose of the study was to evaluate the availability of instructional resources used in enhancing

1. To determine the availability of instructional resources in enhancing social skills of learners with mild

1. What instructional resources enhance teaching of social skills among learners with mild intellectual

included both qualitative and quantitative methodologies. According to Orodho (2010), this strategy

comprises interviewing or administering questionnaires to a sample of people. Because the qualitative

approach included the use of observation checklists, open-ended questionnaires, and interview schedules,

open-ended questionnaires allowed for probing. The researcher employed quantitative data, which aided in

comprehending the theory underpinning the links. The study's design was appropriate since the researcher was

able to analyze the availability of instructional resources employed in increasing social skills of learners with

mild intellectual disabilities in Siaya County primary schools’ units. Similarly, the approach allowed the

researcher to obtain data from the respondents, which was then utilized to investigate the school determinants

of social skills development among learners with mild intellectual disabilities.

eliminate bias in the selection of schools, the list of schools was received from the Educational Assessment and

Resource Centre (EARC) in Siaya County. The researcher wrote the names of the schools on a piece of paper,

folded and mixed it thoroughly, and then chose at random. Purposive sampling was utilized to sample the head

teachers, deputy head teachers, and teachers of students with modest intellectual disabilities. Purposive random

sampling was used to pick learners with intellectual disabilities for this study. Because Siaya County contains

six sub-counties, 12 schools having ID units were sampled for the study, with the researcher sampling two

schools per Sub County. During the study, 12 primary schools with units for learners with intellectual

disabilities were sampled, accounting for 10% of the overall target population. 29 instructors and 12 deputy

head teachers who engaged with learners with ID completed questionnaires. A total of 12 head teachers were

interviewed, and 137 students with modest intellectual disabilities also took part in the study. The sample size

checklist for the learners with ID. The researcher designed a set of questionnaires for the teachers; this was in

accordance with the objectives. Questionnaires were used because of its potential in reaching out to a large

number of respondents within a short time Orodho (2012) and ensure confidentiality. Closed ended questions

in the questionnaires were used to enable the study be more realistic in its findings. The open -ended questions

allowed the respondents to give their view in the study.

Data analysis was based on research objectives. Data collected from the questionnaires was coded and

organized processed using statistical package for social science (SPSS) software before being analyzed. Data

deducing the meaning of the terms utilized. This was performed by identifying recurring topics in the text.

The study also scanned primary data for the most regularly used terms and phrases by respondents. The

findings of the interviews and other qualitative data gathering methods were also compared to the findings of

the literature review, with differences discussed.

Objective two of the study sought to determine the availability of instructional resources in education of

learners with mild ID in special units in Siaya County. Deputy Head teachers were asked to indicate the level

of availability and adequacy of tools, equipment and facilities used in training social skills to learners with

mild intellectual disability in primary schools’ units in Siaya county, and Table 1 presents the findings.

used instructional resources once a term. This was found to be effective as it removed boredom from learners

improved learners’ concentration span and also made learning interesting to them. The learners were also

instructional materials, including digital tools and assistive technologies, constrains the full implementation of

the transformative role of adaptive technologies in improving social and communication skills among learners

limited training, and fragmented policy enforcement impeding effective instruction. Similar findings by

consistently has a beneficial impact on student attainment. Students with ID have poor recall and a short

volleyball, netball; handball and run on the track for athletics which help them gain both physically and

other playthings. Availability of information technology tools like tablets and smart phones continuously

attention spans and poor recollection. Therefore, availability of Effective instructional resources maintains

and absorb lessons. Additionally, the diverse learning preferences, academic levels, and educational needs of

the students should be taken into consideration during the development, adoption, and selection of the

resources.