Occupational therapy services as adjustments that enhance academic performance of learners with physical impairments in Public Primary Special Schools in Nyanza Region, Kenya

The academic performance of learners with Physical Impairments (PI) in most public primary special schools in Nyanza Region have been dismal. The purpose of the study was to explore the relationship between access to occupational therapy (OT) services and academic performance of learners with PI in public primary special schools in Nyanza Region Kenya. The research was guided by Social Model of Disability theory with mixed-methods approaches and concurrent triangulation design. The target population was 1421 participants, that is; 6 head teachers, 92 teachers, 6 OTs and 1317 pupils. Simple random sampling technique, saturation sampling, and purposive sampling technique were used to select; 396 pupils; 6 head teachers, 6 OTs and 48 teachers respectively, a total of 456 respondents. Data was collected using questionnaire, interview schedules, Focus Group Discussions, and an observation checklist. Content validity and Cronbach’s alpha were used for validity and reliability respectively. Quantitative data was analyzed using descriptive and inferential statistics while thematic analysis was used for qualitative data from which conclusions were made. The research findings indicated that: there was inadequate access to OT services for learners with PI in public primary special schools; and there was a statistically significant positive relationship (r=0.604) between access to OT services and academic performance. It was concluded that OT services are inadequate, and their inadequacy contributes to poor academic performance of pupils with PI in public primary special schools in Nyanza Region. The research findings recommended that there is need for the Ministry of Education and other stakeholders to facilitate; access to OT services in public primary special schools for learners with physical impairments.