Factors influencing implementation of inclusive education in primary schools in IFO refugee camp Dadaap, Garisa county

Abstract

Education empowers people with the knowledge, skills and values they need to build a better world. Given the situation in Dadaab refugee camps, normal learning is faced with a number of challenges, however, little is known on schools in refugee camps are supposed to implement inclusive education (I.E) as per the policy of Ministry of Education Science and Technology (MOEST). Therefore the study established factors influencing implementation of inclusive education in primary schools in ifo refugee camp dadaab, garisa county, kenya. The study objectives were: to establish how schools infrastructures influence implementation of Inclusive Education in Ifo refugee camp; establish how Children with Disability influence implementation of inclusive education in primary schools in Ifo refugee camp primary schools; determine the extent to which teachers‟ competence influence the implementation of inclusive education in Ifo refugee camp Primary Schools, Dadaab and to determine how availability of financial resources influences Inclusive . Education in Ifo refugee camp primary schools. The study was guided by conceptual framework showing the relations between the variables on the factors influencing implementation of inclusive education and implementation of inclusive education. A descriptive survey research design was employed, a simple random sampling technique was used to obtain the sample size of 350 from which 328 were valid for data analysis depicting 93.7% of the total population. Open and closed ended questionnaires and interview schedules were used to collect data. A correlation of 0.82 using Pearson product moment correlation was obtained for Test re-tests reliability. Content validity was used to obtain the validity of the data instrument used. Quantitative data was analyzed using both inferential and descriptive statistics involving means, percentages and standard deviation and presented in tables. Qualitative data was transcribed and reported. The findings revealed that infrastructure had an influence on implementation of inclusive education with (r=.524, p<.05), and it accounted for 33.3% of implementation of inclusive education, (adjusted R Square=.333, p<.01, F (1,327)=42.953). It was also revealed that children with disability had an influence on implementation of inclusive education (r=.338, p<.01) and that there was a moderate but positive correlation between teacher competency and implementation of inclusive education (r=.466, p<.01). Finally the study revealed that there was a moderate significant positive correlation between sufficient funding and the implementation of inclusive education in IFO schools, (r=.760, p< .01). The study concluded that infrastructure; children with disability, teacher‟s competency and sufficient funding had an influence on the implementation of inclusive education. Finally, the study recommends that the Ministry of education conform the infrastructures layout to disability requirements; more teachers should be trained beyond certificate level to handle LWD in schools; and detailed plan for inclusive education should be budgeted and funded