The purpose of this study was to evaluate intervention strategies and their effects on performance communication disorder learners in mainstream primary schools in Kericho County, Kenya. A descriptive survey research design was adopted in a population which comprised of class three learners. Stratified sampling was conducted followed by simple random sampling were used to select the sample where 384 learners and 48 teachers and head teachers were selected. A face to face interview with class teachers and questionnaires for teachers and learners was used to collect the data for the study. Internal consistency was used to test for the reliability using the Cronbach reliability index. For this study the instruments achieved an alpha reliability coefficient of 0.733 and therefore acceptable as appropriate for use in further analysis. Data analysis was done using both descriptive and inferential statistics with aid of SPSS computer package. Content analysis was used in processing of qualitative data from the open ended questions while multivariate regression model was used to determine the relative importance of each of the variables with respect to educational performance of learners with communication disorders. Then study findings were presented using frequency tables and figures. The results of the study indicated teachers integrate learners with CD with the learners without CD in their sitting position and discussion groups. However, teachers need to be given more skills on interventions of CD learners in mainstream classrooms in order to give all the learners an equal chance of participating and attaining high achievement in their academics. The findings are useful to the Special Needs Education and its various organs in formulating appropriate mechanisms that will ensure that performance of CD learners is significantly improved for assurance of quality to learners, parents, teachers and other stakeholders.
