School-based variables influencing effective implementation of inclusive education in public primary schools in Kenya: the case of Kirinyaga west sub-county (original) (raw)
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SSRN Electronic Journal, 2012
Internal efficiencies arise partly because of the management of the education. The main objective of the study was to explore stakeholders' influence on internal efficiency of the primary school management system. The study was based on the production function model postulated by Hanushek, where production function refers to the process by which educational inputs are converted to education outputs. The study targets an estimated 55 head teachers, 645 teachers, 17 executive members of School Management Boards and 3 Quality standards and assurance Officers in Keiyo sub-county. Simple random sampling was used to select a sample size of 228 respondents. Data collected was coded into SPSS Version 16 for windows and descriptive generated and interpretations made. Research findings were presented using frequency tables and charts. The study findings revealed that there is low internal efficiency in primary school educational system which has significant association with the roles of the stakeholders.
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...
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].
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Based on the theory of innovation diffusion, this cross-sectional study sought to determine if head teachers and teachers’ knowledge of and attitudes towards inclusive education were predictive of effective implementation of inclusive education. Data were collected from 66 head teachers and 462 teachers from Murang’a county, Kenya, using questionnaires and an observation guide. Multiple regression was used to analyse the data and results indicated that though head teachers and teachers’ attitudes towards inclusive education and knowledge of inclusive education predicted effective implementation of inclusive education, head teachers’ attitudes had the greatest predictive strength. Practical implications of these findings are contextually discussed
European Journal of Education Studies, 2020
Although Kenya has been helped by United Nations International Children’s Fund (UNICEF), the Bernard Van Lee Foundation (BVLF) and the Agha Khan Foundation, a lot remains to be done in the quest to achieve inclusive education. As such, fully cognizant of other factors that may account for this scenario, this study sought to determine the extent to which the school learning environment influences implementation of inclusive education in rural public primary schools within 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 data was collected using questionnaires, interview schedules and observation guides. Data collected was analysed both quantitatively and qualitatively. Pearson Chi-square and Regression, and correlation analysis were used to establish the existence and strength of association between the study variables. The level of significa...
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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...
IOSR Journal of Research & Method in Education (IOSRJRME)
Although inclusive education has been recommended for implementation in Kenyan schools, attitudes are threatening to add another impediment to the development and success. The purpose of the study was to explore the influence of socio-cultural factors on inclusive education among students & teachers in integrated educational programmes in Kenya. This study adopted cross-sectional survey design. The study employed a descriptive survey design. The study was carried out in two integrated primary schools in Nairobi with a population of 887.Comprising Ministry of Education officials, (MoE), head teachers, class teachers and learners. The sampling procedure employed comprised purposive sampling for all the participants. The sample size consisted of two MoE, two headteachers, seven class teachers, 12 learners with VI and 40 sighted learners. Data was collected through the use of two instruments namely questionnaires and interview guide. For reliability purpose, the researcher used split half techniques of assessing reliability. Data was analyzed using Statistical Package for Social Sciences for Windows. The findings of this study indicated that headteachers and MoE officials view inclusive education as a good idea. However, most parents are not concerned with integration and are marginally involved. Majority of the teachers were of the view that the training they got did not prepare them adequately to meet the educational needs of learners
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.