Factors Influencing Managers in Allocation of Resources for Learners With Special Needs in Public

Abstract

The purpose of this study was to investigate the factors influencing managers in allocation of resources for learners with special needs in public primary schools in Nairobi County, Kenya. The study sought to determine the extent to which head teachers training on Special Needs Education, availability and adequacy of resources influences resource allocation of resources for implementation of special needs education as the objectives of the study. In governance adequate resources are allocated in the educational institutions for efficiency and effectiveness. The study adopted a descriptive survey using both qualitative and quantitative approaches. The target population was 150 participants. A sample size of 12 head teachers and 86 teachers was used. Data on resource allocation were collected using questionnaires for head teachers and teachers. The researcher used piloting to estimate the degree to which the results could be obtained. Data was analyzed using Statistical Package for Social Sciences (SPSS) descriptively and using content analysis. Tables, Figures and bar graphs were used. According to the objectives the study findings revealed that the financial position of the schools was not enough to support allocation of resources for the special education; hence many special schools resulted to seek assistance from Donors, Sponsors, Well-wishers and various NGOs in an effort to enhance special need education; 91.7 percent of head teachers and 88.9 percent of teachers said finances are not adequate. The study also found that a key limitation of skilled staff among special schools and special units; especially teachers’ supporters and counseling personnel; they were not there in most schools; 75.0 percent of head teachers and 64.7 percent of teachers said staff are inadequate. It was further established that instructional resources to support the special education programmes were largely unavailable and inadequate and that most pertinent resources in special need education implementation were inadequate in all special schools and special units in the different areas of special. 91.7 percent of head teachers and 82.1 percent of teachers said instructional materials are inadequate. In some schools infrastructure is wanting. Infrastructure is not proper for learners with special needs. Based on the results obtained from inferential statistics, the study hereby concludes that among other factors, financial constraints, trained head teachers, counseling professionals, adequate skilled staff and resource adequacy are key determinants of special need education implementation success and they are inadequate. Personnel who are trained in proper management could do a good role and bring about success in institutions of special need education learning. They would also allocate the right resources as required according to disabilities. The study recommends more training of managers who handle special needs education by K.I.S.E on all areas of special needs for resource allocation; revising of the Comprehensive Framework and Monitoring and Evaluation of what has been achieved in this area and what has not been achieved so as to put measures in place for future for the benefit of learners with special needs. Human resource development is very important in management area since it helps in capacity building and supports people in allocation of resources after the training and exposure to the right type of materials required in special needs education area. The researcher also recommends that management provides the required allocation of resources for efficiency and effectiveness in all special institutions so that education, knowledge and skills needed by the learners with disabilities can be enhanced. The study suggests the same study be done in other counties in primary and secondary schools with learners who are challenged for emphasis of provision of adequate resources by managers