Classroom Curricular Preparedness For Inclusion Of Pupils With Physical Disability Within Public Inclusive Schools For The Pupils With Physical Disability In Bungoma County, Kenya (original) (raw)
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European Journal of Special Education Research
This study explored the lived experiences of learners living with physical disabilities in selected inclusive primary schools of Elgeiyo Marakwet County, Kenya. The purpose of this study was to explore these learners’ experiences of inclusion and exclusion. Participants in this study were purposively selected. Phenomenological design and participatory visual methodologies were used to generate data in this study. Data were analysed thematically using the guidelines for thematic analysis. This study revealed that learners living with physical disabilities were included and treated well in school. However, they also reported being excluded and neglected in a few instances. These learners besides exclusion in school also reported being neglected, discriminated and marginalised at home. Inadequate teacher training, unfriendly subject content, and less time for learning and assessment were reported as some of the challenges they faced in school. This study concluded that an inclusive pri...
International journal of special education, 2016
The philosophy of inclusive education aims at enabling all children to learn in the regular education classrooms. It is widely believed that the successful implementation of any inclusive policy is largely influenced by teachers being positive about the expectations. Grounded in Positioning Theory, this study was conducted to examine the attitude, perceptions and concerns of Kenyan teachers toward the inclusion of children with disabilities in the regular education classrooms. The study participants were 142 Primary School teachers from 10 Primary Schools in a school district in Western Kenya deliberately selected from schools identified as actively implementing inclusive education programs. The overall findings indicate that teachers have a positive attitude towards inclusion of children with disabilities in regular classrooms. Overall, the study showed that attitudes, perceptions, and concerns of the teachers influence their acceptance and commitment to the implementation and success of inclusive education.
International Journal of Inclusive Education , 2018
This paper is an extension of a prior research project where Kenyan primary school teachers began using inclusive education strategies that proved beneficial for meeting the needs of diverse primary school students. Specifically, this paper highlights a project where these inclusive practices were expanded to a second region of western Kenya. This expansion of teacher training on inclusive education and critical disability studies promoted sustained schooland community-based discussions on inclusive education and sensitisation on issues related to disability. These practices also led to the development of inclusion committees, co-teaching practices, and stimulated the partial dissolution of the physical boundaries and categorical distinctions between ‘primary’ and ‘special’ schools. In conjunction, all of these factors ultimately led to an increase in the number of students with disabilities accessing any form of education for the first time. Furthermore, such approaches to the development and small-scale expansion of a sustainable inclusive education system led to the Kenyan government’s consideration of the replication of such practices on a national scale. As a result of this work in conjunction with a growing inclusive network of governmental and non-governmental organisations, a national review on special education policy is underway.
Kenya has always placed education as a priority at all levels, promoting it as a key driver for social and economic development. However, as schools are increasingly challenged to serve a diverse population of pupils, much of the concern now is no longer whether to provide inclusive education, but how to implement inclusive education in ways that are both feasible and effective in ensuring schooling success for all children. In relation to this, the government of Kenya recognizes the importance of special needs education as a crucial subsector for accelerating the attainment of Education for All (EFA) and the millennium Development Goals (MDGs). However, the Salamanca Statement reported great concern for learners with special needs being enabled to learn in a conducive environment. This includes adjustment of anything in the education sector that hinders imparting knowledge and skills to the learners, such as those with physical disability. Therefore, certain classroom conditions are paramount within inclusive schools for children with physical disability to enable enhancement of their learning activities. This paper therefore realized this and aimed at evaluating the preparedness in terms of classroom physical adjustments of the selected inclusive public primary schools to accommodate pupils with physical disability.
Journal of Education and Practice, 2017
Children with disabilities encounter different forms of exclusion and are affected by them to varying degrees. The Convention on the Rights of the Child (CRC) and the Convention on the Rights of Persons with Disabilities (CRPD) condemn this. They instead demand inclusion which will recognise the full potential of the learner. Based on this therefore, teachers who are involved in the task of helping these learners achieve their goals in life are faced with some setbacks in this duty. This study explored the challenges of implementing inclusive education curriculum that caters for learners living with autism in a primary school in Nairobi County, Kenya. It adopted a qualitative research paradigm and specifically the phenomenological design. The study targeted teachers and pupils. The sample size of the study consisted of 12 teachers and 8 pupils. Interview and observation guides were used for data collection. The researchers transcribed the interviews, coded the data, categorised the ...
Journal of Education and Practice, 2015
The philosophy of social inclusion is embedded in current legislation of the convention of child rights and the requirement of equal opportunities for those with disability (Salamanca Statement, 1994). Inclusive education entails taking care of all students including those with special needs like physical, mental or developmental. This paper reports the outcome of a study that assessed the level of teachers’ and school administrators’ preparedness to handle inclusive education. The participants were 140 teachers and 13 Principals of selected secondary schools in Kenya. A questionnaire, interview schedule and classroom observation tool were used for data collection. Data were analysed descriptively and using inferential statistics. Results revealed physical infrastructure and instructional resources are unsuitable to support learners with special needs. There was general lack of teacher training on pedagogy and knowledge on how to handle students with special needs. School management...
Teachers Attitude on Inclusive Education and Learners with Disabilities in Kisumu County, Kenya
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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...
Inclusive Education endeavors to makeregular schoolsacccesssible for all school going children without discrimination in line with the EFA goals, the Sustainable Development Goals (SDG) No. 2 of Universal Education, the World Declaration on Education for All adopted in Jomtien Thailand (1990) and the World Conference on Special Needs Education in Salamanca Spain (UNESCO, 1994). Currently, most developed Countries have invested heavily in inclusive Education by providing teaching/learning facilities and training manpower. Asia, North East India, and Papua New Guinea have continued to show that inclusive Education does work well. However, most sub-Saharan Africa countries still haven"timplemented inclusive Education. This could attributed to financial constraints and lack of awareness on the need to academically empower children with Special Needs as well as inadequate trained personnel in SNE (UNESCO, 2008). In Kenya for instance, though the Government of Kenya (GoK) has enacted varous pieces of legislation; TheDisability Act 14 of 2012 (GOK, 2008). The ACTstresses that no person/learning institution shall deny admission to a person with a disability by reason only of such disability,the Sessional paper 1 of 2005 which emphasizes the need to have inclusive education (GoK, 2005) and the new Constitution(2010) which envisages inclusive Education infree Basic Education(GoK, 2010; Tororei, 2009), many school age going children are not still enrolled in schools though its expectedthat every child irrespective of gender, disability, and race has a right to attain basic Education in Kenya. To achieve this, there is need to create awareness to school managers on the educational, social and adoptive problems that affect learners with special needs and how to support the program. Hence the need for this study to assess influence ofEducation Management Attitude onImplementation of Inclusive educationfor learners with Disabilities in regular primary schools in Sabatia Sub County, Kenya. The objectives of the study were to:establish the attitude of the school managers on Inclusive Education andassess how availability of teaching/learning resources influenced the performance oflearners with disabilitiesin SabatiaSub County; Vihiga County Kenya.The study used mixed methodology design with concurrent triangulation. The target population was 226 which consisted of 105 head teachers, 105 teachers and 16 education officers. The sample was 48 participants composed of 22 head teachers, 22 teachers and 4 education officers. Sample was from 105 schools, composed of 98 public schools and 7 private schools and systematic random sampling was employed. The study used inclusive management theory, and production function input output model theory. Data instruments; questionnaires for teachers and interview schedule for education officers. Piloting was done in three schools involving 10 participants who were not included in the study. Quantitative data was presented in descriptive statistics using tables, means, standard deviation, and percentages. Inferential statistics used where; Pearson, chi-square and ANOVAin SPSS Version 22. The study revealed that there were inadequate teaching and learning materials for learners with special needs althoughmore than three quarters of the teachers held positive attitude towards LSN. It was recommended that there was need for more teacher collaboration, time and how inclusionprograms should take place in school systems and Ministry of Education should provide a special education funds vote in the Free Primary Education to procure adequate teaching/learning resources.
American Journal of Sports Science
The main focus of this study was to investigate the Challenges and Opportunities in Inclusion of Students with Physical Disabilities in Physical Education Practical Classes in the case of Secondary Schools of North Shewa Zone. Purposive sampling method has been employed to select 50 students, 9 PE teachers, 9 school principals, 9 Woreda and 2 zone educational experts, a total of 79 participants have been involved in this study. The sample population included students with orthopedic, visual and hearing impairments, physical education teachers, school principals, woreda, and zone education bureau experts. Descriptive survey research designs was employed for this study because it is believed that this types of research design is appropriate to cover large area of population and to assess the existing situation. Both qualitative and quantitative methods of data analysis were adopted. To collect the required information different data gathering instruments such as questionnaire, interview and field practical observation were used. The data gathered through questionnaire was handled by using statistics such as frequency, percentage, and mean whereas that of interview and practical field observation was described by using narrative approach. Findings of the study was Lack of teachers' support and encouragement for students with disabilities in PE practical classes; Inadequate training and poor experience of teachers of physical education; Lack of relevant curriculum materials like textbooks, teachers' guides etc. for SWD; Lack of professional support from Woreda and zone education bureau officers to schools in order to promote inclusive PE; Lack of support and consideration from school administration. Based on the findings and observation made the following recommendations were given; the school has to support and encourage teachers to produce and utilize relevant instructional materials which are locally made to promote the teaching-learning process in field activities; the government has to provide long-term and short-term trainings at regional and central level for teachers who are teaching in inclusive school; the ministry of education must prepare clearly stated guidelines to provide inclusive education to children with different types of disability.
The Journal of social sciences and humanities, 2019
The purpose of this study was to examine teachers’ strategies for enhancing the participation of pupils with disabilities in selected inclusive basic schools in the South Tongu District. The design employed was descriptive survey. Purposive sampling technique was used to select ten Head teachers, while simple random sampling technique was used to select one-hundred and forty teachers from ten selected pilot inclusive schools. Questionnaire was used to gather data. Data from the questionnaire were analyzed using frequencies and percentages. Analyses of the data revealed that majority of pupils have mild and moderate disabilities for instance reading and calculation difficulties. Learners had difficulty coping with academic work. It was also realized that high percentage of teachers did not use the appropriate methodology in teaching pupils with mild and moderate disabilities in the pilot inclusive schools. It was recommended that, teachers should use the appropriate pedagogy in teach...