School based factors influencing implementation of inclusive education in public primary schools in Homa Bay district, Kenya.

Abstract

The purpose of this study was to investigate the school based factors influencing the implementation of inclusive education in public primary schools in Homa-Bay District, Kenya. The researcher formulated five objectives and five research questions to guide the study. The researcher needed to establish the extent to which teaching/learning materials, teachers professional, qualification, and time allocated for content delivery, physical facilities and teachers attitude influence the implementation of inclusive education in public primary schools. The study adopted a descriptive survey design to help in obtaining variables of the study. The researcher targeted all the 11 public primary schools offering inclusive education and purposively sampled 10 headteachers and 80 class teachers. Research instruments used included two questionnaires one for the headteachers and the other for the teachers and an observation schedule. Data was analyzed using descriptive statistics and presented in terms of frequency tables, piecharts, graphs and percentages. The findings of the study established that teaching and learning materials needed for the implementation of inclusive education were quite inadequate and totally lacking in some instances. It also revealed that schools are lacking adequately trained teachers in special education which may be a big impediment to inclusion. Again time allocated for content delivery and assessment was noted to be quite inadequate. In addition physical facilities in regular schools was found not be supportive of inclusive education, and on the teachers attitude towards children with disability and inclusive education they were also advocating for specials school for special needs learners. The researcher recommended that the government should provide more funding for the acquisition of adequate and relevant teaching /learning materials and physical facilities if public school were to practice inclusion effectively. It also recommended that all teachers be trained in special needs education and frequent seminars and workshops be held to train more teachers. The study further recommends a thorough sensitization and awareness creation needed for teachers, parents and the general public about importance of providing education for challenged learners in an inclusive set up. The researcher suggested the following areas for further research: Teacher training and its implications on inclusive education: Quality assurance and standards in inclusion and replication of the study to other districts to ascertain the status of Inclusive Education in public schools.