International Journal of Scientific and Research Publications, Volume 12, Issue 4, April 2022 327 ISSN 2250-3153 This publication is licensed under Creative Commons Attribution CC BY. http://dx.doi.org/10.29322/IJSRP.12.04.2022.p12447 www.ijsrp.org Academic Achievement Of Learners With Down Syndrome In Special Primary Schools For Learners With Intellectual Disability In Kiambu County,Kenya. Kamau Lydiah Wanjiku Dr. Nelly Otube, Dr. Stephen Nzoka Kenyatta University Department of Special Needs Education & Early Childhood Education DOI: 10.29322/IJSRP.12.04.2022.p12447 http://dx.doi.org/10.29322/IJSRP.12.04.2022.p12447 Paper Received Date: 4th April 2022 Paper Acceptance Date: 21st April 2022 Paper Publication Date: 27th April 2022 Abstract- Down syndrome ( D S) in Learners cause many challenges including health problems, hearing Impairments and learning disabilities, including those affecting communication. However, with use of proper resources, strategies, early intervention and enough time they may improve on their academic performance. This paper aimed at analyzing academic achievement of learners with Down syndrome in special primary schools in Kiambu county. The sample of the study consisted of 6 head teachers, 74 teachers and 147 parents from the six special primary schools for learners with intellectual disability in kiambu county. The respondents completed questionnaires, observation checklists and interview guides. The study findings showed that head teachers revealed that all learners with DS had communication difficulties. Teachers revealed that learners with DS did not fully participate in class during the teaching and learning activities. Most parents reported that their children recorded poor performance even though their social skills were highly demonstrated. Index Terms- Academic achievement, Down syndrome, Early intervention, Instructional resources and Teaching strategies. I. INTRODUCTION he World Report on Disability (2011) by the World Health Organization (WHO) and the World Bank estimates that approximately 15% of the world’s population lives with some form of disability. The report highlighted the disproportional effects which disability has on people and children in particular from lower income countries. The report continued to say that nowhere else is this reflected than in the sphere of education where these children are less likely to start or finish school than their non-disabled peers. Of profound importance is the impact which these issues around access and participation in education have on contributing to high levels of unemployment among people with disabilities, leading to very poor levels of economic participation in their societies and high levels of poverty and deprivation, both for the person with a disability and their family (SADPD, 2012). All learners have a right to education regardless of their disability, gender, race, religion, social status or any other criteria. This is as stipulated by the international, regional and national instruments of learners’ rights, key among them the United Nations Convention on the Rights of the Child, UNCRC 1989; the African Charter on the Rights and welfare of the child 1990; and the learner’s Act (2001). Although rights are fundamental to all learners, a report by the United Nations Educational, scientific and cultural organization (UNESCO, 2002) noted that, in most countries, this reality is bleak regarding access and quality education especially for learners with special needs. In America, the history of special education dates back to the early part of the 20th century when parents formed advocacy groups to help bring the educational needs of children with special needs in the public eye. Prior to that, parents of children with special needs had no other choice than to educate them at home or pay for expensive private education. Individuals with disabilities Act (IDEA), requires all schools to provide individualized or special education for children with qualifying disabilities. IDEA gives guidelines for schools to provide education that is tailored to meet the needs of the individual child with a disability. T