Teachers’ attitudes towards inclusive education in selected public primary schools in Teso South Sub-County, Busia County, Kenya (original) (raw)
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TEACHERS' PERCEPTIONS OF INCLUSIVE EDUCATION IN PUBLIC PRIMARY SCHOOLS IN KISII COUNTY, KENYA
VEDA PUBLICATIONS, 2022
This paper investigates the teachers' perceptions of inclusive education in public primary schools in Kenya.It particularly explores the influence of the teachers' demographic variables on the perceptions of inclusive education in the regular school system. The study is guided by the positioning theory puts emphasis on within the framework of discursive psychology and requires close analysis of cues that participants use to position themselves, their listeners, and others. The analysis adopted the Ex Post Facto criterion group research design to identify the causative relationship between the demographic indicators and inclusive education practices. The respondents (n = 333) were regular primary school teachers in Kisii Central Sub County of Kisii County, Kenya. There were five research questions that guided the current study were translated into ten hypotheses which were tested using the oneway Analysis of Variance (ANOVA).The findings reveal that the participants presented mixed opinions on the general philosophy of inclusive education based on their demographic factors. The difference among age cohort (F (14,329)= 2.629; P< .001), level of qualification (F(14,311)= 8.94; P< .001) and teaching experience (F(12,163)= 18.03; p< .001) were found to have statistically significant influence on regular teachers' perceptions of inclusive education. However, the findings showed that gender (F(14, 300)= 1.385; p> .001) and training in disability education (F (13,316)=3.84; P> .001), did not have significant influence on regular teachers' perceptions of inclusive education. The study has revealed that a number of teacher demographic factors significantly influence teacher's perceptions in inclusive education classrooms in the general school environments. These include teacher's age, level of educational qualification and teaching experience. The gender and training in disability of the teachers however do not influence the teachers perceptions.
The purpose of this study was to establish the influence of inclusiveness on the quality of education. This research adopted mixed methods design specifically the explanatory sequential design. The study was carried out in Nairobi and Kajiado Counties. The sample size comprised of 25 head teachers, 150 teachers, 300 pupils and 4 QASO's. Purposive sampling was used to select pupils and QASO's while stratified random sampling was used to select teachers. Data was collected by use of questionnaires, interview guide and observation checklist. Qualitative data was analysed thematically while Quantitative data was analysed using descriptive statistics namely, means and percentages. For inferential statistics, simple linear regression was used. The major finding of this study was that implementation of inclusion of learners with special needs in regular schools positively influenced the quality of education. The study recommends that the government provides regular schools with funds to support inclusiveness.
The purpose of this paper is to provide evidence of Kenyan primary school teachers using inclusive teaching strategies in a rural setting with many known barriers to the development of a sustainable inclusive education system. This qualitative study examines teachers' uses of inclusive teaching strategies in primary schools following a series of teacher trainings, classroom observations, individual semi-structured teacher conferences, reflective lesson plans, and preand post-questionnaires. Moving beyond legal mandates and attitudinal assessments, the outcomes of this study demonstrate that in a short time, and among a small sample of teachers, administrators, and Ministry officials, a culturally responsive approach to implementing inclusive learning strategies proved beneficial for meeting the needs of diverse primary school students in western Kenya.
Journal of Education and Practice, 2014
The thrust of this study was to examine the challenges facing the implementation of inclusive education programme in public primary schools in Nyeri town, Nyeri County. The study had three fold objectives, namely(i) to find out the status of implementation of inclusive education in Nyeri town, Nyeri county;(ii)To analyze the factors hindering the implementation of the inclusion process for all the school-going-age children and, (iii) to establish the plausible solutions to the challenges facing implementation of special needs education curriculum. It was premised on the classical liberal theory of equal opportunities advanced by Sherman and Wood (1982). A descriptive survey research design was utilized in Nyeri County, Kenya. The study employed a stratified random sampling technique to draw 80 respondents comprising 12 headteachers, 60 teachers, and 8 education officials in the study locale. The main research instruments used were questionnaires and observation checklists. The major findings were that, first, physical and critical teaching learning resources were either inadequate or were quite dilapidated. Secondly, there were inadequate specialized teachers to handle the special needs education curriculum. Third, there were several socioeconomic and cultural variables that constraints effective teaching and learning in most sampled schools .It was recommended that since the named constraints were negatively affecting access and quality of education Nyeri County, the Government of Kenya through the Ministry of education should put in place adequate and appropriate physical and human resources to enhance the implementation of SNE not only in the in the study locale but all other areas experiencing similar constraints.[252 words].
The thrust of this study was to investigate the challenges facing the implementation of inclusive education programme in public secondary schools in Rongo Sub-County, Migori County. The study had two fold objectives, namely (i) To analyze the factors hindering the implementation of the inclusion process for all the school-going-age children and, (ii) to examine the copping strategies to challenges facing implementation special needs education curriculum. It was premised on the classical liberal theory of equal opportunities advanced by Sherman and Wood (1982). The study sample comprised of 5 students with special educational needs per school from all the types of school as boarding, day mixed, yielding a total of 170 students, all school principals, three teachers per school and the Sub-County Quality Assurance and Standards Officer .Data was collected using questionnaires for students and teachers and interview schedules for school principals and the District Quality Assurance Standards Officer. The main research instruments used were questionnaires, interview guides and observation checklists. The major findings were that, first, physical and critical teaching learning resources were either inadequate or were quite dilapidated. Secondly, there were inadequate specialized teachers to handle the special needs education curriculum. Third, there were several socioeconomic and cultural variables that constraints effective teaching and learning in most sampled schools. It was recommended that the Government of Kenya through the Ministry of education should put in place adequate and appropriate physical and human resources to enhance the implementation of SNE not only in the in the study locale but all other areas experiencing similar constraints.[257 words].
Journal of Education and Practice, 2014
This study sought to examine the constraints hindering effective provision of inclusive education with the objective of devising strategies to be employed to cope with these bottlenecks. The study was premised on classical liberal theory and social Darwinism which asserts that every citizen should be given opportunity through education. Descriptive research design employing multi-case studies was adopted. Purposive sampling was utilized to draw 170 subjects comprising of students with special education needs, teachers, school principals and Ministry of Education officers (MoEs) in the study locale. Data was collected using questionnaires for students and teachers and interview schedules for school principals. Quantitative data from questionnaires was analyzed using descriptive statistics while qualitative data from interviews was analyzed using thematic approaches and reported in narrative and direct quotes. The major findings were that the secondary schools that have embraced inclusive education were experiencing a myriad of interrelated constraints ranging from lack of physical and instructional facilities suitable for inclusive education, lack of qualified teachers to handle the inclusive education and negative attitudes by parents regarding disabled learners, amongst others. It was recommended that for the success of inclusive education to be realized pragmatic copying strategies should be introduced. These strategies should include aggressive sensitization campaigns to enable all stakeholders in education understand their roles and debunk the idea that the Government is the only body that should take full responsibility in the provision of effective inclusion education in the study locale of Rongo District, Migori County, Kenya .
2020
Trends in the educational provision for children with disabilities have, since the past two and a half decades, continued to focus on their education in the same setting as that for their peers without special needs. Despite the many benefits of inclusion, difficulties inherent in this process are major setbacks to wider implementation of inclusive education. Many teachers of regular schools and other stakeholders doubt the workability of the strategy and resist the idea of having children with special needs in regular classrooms. This paper is premised on the findings of a study that sought to establish the influence of teachers’ perceptions on the implementation of Inclusive Education (IE) in Early Childhood Development Education (ECDE) curriculum among rural public primary schools in Uasin Gishu County, Kenya. Adopting a mixed design approach, the study sampled 221 teachers. Stratified and proportionate sampling was used to select schools (ECDE centres) and teachers while was col...
Teachers Attitude on Inclusive Education and Learners with Disabilities in Kisumu County, Kenya
2015
Attitudinal disposition of teachers towards inclusive education in primary schools has drawn diverse reactions from educationist and parents alike. Positive attitude by teachers enhances success of inclusion while negative attitude is an impediment. Teachers play a pivotal role in curriculum implementation hence the significance of their attitude. The study was carried out in Kisumu County in Western Kenya to explore the influence of teacher’s attitude towards inclusion and learners with disabilities in inclusive classrooms. Using descriptive survey design, it targeted 25 schools practicing inclusive education, 270 teachers including head teachers and 14 education managers. Both purposive and saturated sampling techniques were used to sample the units of analysis. The study findings indicated that teachers teaching in inclusive classrooms express negative attitude towards inclusion and children with disabilities and this impacts adversely on curriculum implementation. The study reco...
Editon Consortium Journal of Curriculum and Educational Studies, 2019
The intent of this study was to find out the influence of teacher attitude on effective implementation of inclusive education policy in public primary schools in Kitale Town, Kenya. The study found teacher attitude had a significant influence on the effective implementation of inclusive education policy. Inclusive education is a form of education wherein all students including special needs (SN) learners attend and are received by their neighbourhood schools in age-appropriate regular classes and are supported to learn to participate and contribute in all views of life at school. Neighbourhood public schools being at the heart of our communities are essential for the quality inclusive education system. The research design used for the study was descriptive. Interview schedules, questionnaires, and observation checklists were employed in data collection. The target population was 36 headteachers in the public primary schools in the town and 50 special needs teachers. The sample size...
2012
I dedicate this work to Jehovah the Almighty and ever living God who takes care of all of us, reveals and inspires into us the works of our hands and my family members whom I love very much. I am grateful to Wambugu wa Gaciuri for patience, moral and financial support as well as others who contributed in one way or another in the realization of the desired goal. Also I am indebted to the family of Rt. Rev. Bishop Henry T. N. Kathii, Gecklia Njiriri and Cianjau Mwarwa Mugai who inspired me during my early schooling and always with a big caring heart. To my colleague Robert Njuguna and his beloved family (Patience, Prudence and Faith), your support, insightful thoughts and encouragement are highly appreciated. Lastly, Jane Wegutu, Vanessa Mwikali and Susan M. Wanjohi should not go unmentioned for very timely moral support.