Abstract:
Psychological needs, emphasizes self determination, relatedness and autonomy as vital components of survival among children with disability. Inappropriate fulfillment of needs de-motivate children lowering participation during classes creating symptoms of ill being such as withdrawal, deprivation and optimism. To address this imbalance, early childhood education (ECE) classes require structuring to enhance participation of children with physical disability (CWPD). The study assessed influence of psychological needs on participation of CWPD in ECE classes in Starehe division. The study adopted descriptive research design and targeted 5 head teachers, 35 teachers, 20 parents and children with physical disabilities aged 4 –6 and in preschool. Purposive sampling and simple random sampling was used to select respondents for the study. Questionnaires, observation guide and structured interview were used to solicit data. Findings revealed that teachers were not conversant with types of psychological needs promoting participation of CWPD in ECE classes. Teachers who supported needs of CWPD tended to yield better results and created inclusive learning environment. Non satisfaction of psychological needs yielded lower learner participation, lowered self esteem and promoted negative attitude towards teaching learning process in ECE classes. The study recommends policy for early identification, assessment and intervention on the needs of effective participation of CWPD in ECE classes.
