Institutional factors influencing implementation of inclusive education in public primary schools in Rigoma Division, Nyamira County, Kenya

Abstract

The purpose of this study was to investigate the institutional factors influencing effective implementation of inclusive education in public primary schools in Rigoma division, Nyamira County. Five research objectives were formulated to guide the study. The research objectives sought to Establish how physical facilities, professional qualifications of teachers, adequacy of learning and teaching resources methods of instruction and how support services influenced implementation of inclusive education in public primary schools. The study used the descriptive survey design. The sample comprised of 12 headteachers, 96 teachers and 180 pupils. Questionnaires and observation check list were used to get the information. Findings revealed that physical facilities influenced the implementation in inclusive education in public primary schools. Schools did not have adapted toilets, walkers/ crutches and swings playground ramps on doorways, spacious rooms and also lacked adapted desks and wheel chairs that were needed to cater for special cases in their school. It was also revealed that headteachers and teachers had not been trained in handling special needs children which had a negative effect on the implementation of the inclusive education. It was also revealed that teaching learning materials were not available. Instructional methods content delivery was not enough. It was also revealed that Quality Assurance Officers from the Ministry of Education were not supportive on improving inclusive education. Based on the findings, it was concluded that physical facilities influenced the implementation in inclusive education in public primary schools. Schools did not have physical facilities that were structured to accommodate learners with special needs which affected the implementation of inclusive education. Headteachers and teachers had not been trained to manage inclusive education. There was inadequacy of teaching/learning materials which affected the implementation of inclusive education. It was also concluded that instructional methods content delivery was not enough and this hindered the implementation of inclusive education. The Ministry of Education Quality Assurance Officers were not supportive in improving inclusive education. The data shows that supervision of inclusive education was not well conducted by the Ministry of Education. Based on the findings, it was recommended that the government should put in place physical facilities that structured to accommodate learners with special needs to facilitate implementation of inclusive education in public primary schools. It was also recommended that teachers should be trained so that they are able to handle learners with special needs to effective implementation of inclusive education. That the government should provide adequate learning and teaching resources that facilitates the implementation of inclusive education, in public primary schools. It was also recommended that teachers should adapt a range of methods that will assist all kinds of learners to be on task and minimize interruptions. It was also recommended that Quality Assurance Officers should visit schools regularly and conduct supervision mainly to support inclusive education. The study suggested that a study on the influence of government policy on special needs education of special needs pupils’ participation's in regular schools should be conducted. A study on teacher preparation in adoption of inclusive education in regular schools should be conducted and lastly a study on the influence of special needs children home background on their participation in regular schools should be conducted.