Influence of Government Regulatory Framework on Implementation of Special Needs Education Programs in Public Primary Schools in Kenya: a Case of Kasarani Sub- County

Abstract

Education is a vital tool in developing any country, including Kenya, as it plays a significant role in a country's economic, social and political development. “Thus, this study aimed to assess the influence of government policy on implementing special needs education programs in Kasarani Sub-County. The study applied a cross-sectional descriptive research design. The target population included the headteachers, director of special needs (MOE), KICD staff, quality assurance staff (MOE), teachers, KISE staff and KNEC special needs staff. The study sought to involve all of the respondents in this category which generated 239. The study used the Yamane formula to get a sample size of 150. his study utilized a primary data collection technique. The researcher made use of semi-structured questionnaires consisting of open–ended and closed ended questions and interviews. The data collected was analyzed using descriptive ad inferential statistics. The study found a positive and significant relationship between capacity building/human resource development and the implementation of special needs education programs (β=0.312, p=0.000). A positive and significant relationship exists between financial sustainability and implementing special needs education programs (β=0.411, p=0.000). The study indicated a positive and significant relationship between specialized learning resources and the implementation of special needs education programs (β=0.102, p=0.046). It was established that a positive and significant relationship between special needs curriculum and implementation of special needs education programs (β=0.149, p=0.001). The study showed that environmental factors, teachers' attitudes and pupils' characteristics have a significant moderating effect on the implementation of special needs education programs in Kasarani sub- County. The study concluded that a positive and significant relationship exists between capacity building/human resource development, financial sustainability, specialized learning resources, special needs curriculum and the implementation of special needs education programs. There should be a continuous increase in capacity building or human resource development of teachers. By investing in the professional development of teachers, KISE could help teachers gain the skills and knowledge necessary to teach students with special needs effectively. Schools need funds to maintain the infrastructure and facilities required for learning. Moreover, the study recommends conducive learning environments for students with special needs.”