Publication: An assessment ofthe extent of the implementation of inclusive Education in public secondary schools in Kandara District, Murang’a County, Kenya
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2014-11
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Mount Kenya University
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Abstract
The government of Kenya has shown commitment to provision of Education for All (EFA). This
policy is in line with many international conventions such as (UNCRPD) United Nations convention
For the Rights of Persons with disabilities, (2006). In its commitment to the provision of (EFA) the
government initiated the (FPE) 2003. Early in 2010 the government launched the Special Needs
Education (SNE) policy which was crucial in recognizing Inclusive Education as an important step in
allowing all children with disabilities access to education. In addition to policy making the
government under the (FPE) programme is enabling the provision of additional grants to facilitate the
implementation of inclusive education. The funds are provided to secure learning and sports
materials, assistive devices and or modification of school structures to ensure full accessibility to
learners with disabilities. The research is a quantitative descriptive design study. The study assessed
the extent to which inclusive education has been implemented in Kandara District of Murang‟a
County. The study explored the attitudes of students and teachers towards inclusive education,
assessed the level of training of teachers for the inclusive classrooms; establish the accessibility of
facilities to students with special needs and also determined the resources and facilities available for
the implementation of inclusive education. The study adopted a descriptive survey research design.
The study targeted 54 public secondary schools in the whole district. Probability sampling was used
to select a sample of 20 schools. Simple random sampling was utilized to select six teachers and five
students from each school. Purposeful sampling was used to select the schools principals and the sub-
County director of education to make a total of 12 respondents per school and one sub-county
director of education making a total of 241 respondents in the whole district. Questionnaires and an
interview schedule were used to collect data which were administered in person to the teachers and
students at the schools. The study further analysed documents in the institutions mainly those
required in curriculum implementation. The data collected was analysed using the SPSS version 16
of computer programme and then presented inform of frequency distribution tables, pie charts and
bar graphs. The study findings revealed that though the policy on inclusive education was formulated
way back there is still very little happening in the secondary schools. This finding will assist the
Kandara principals, the policy makers and implementers in the county in designing educational
reforms initiative which will support and strengthen school principals, managements and teachers in
the implementation of inclusive education. The study recommends that the school management
should facilitate provision of resources for the learners with special needs, the ministry should
employ more qualified personnel with skill to handle students with special needs sand also provide
training for the general classroom teachers for inclusive classrooms and the schools should also
create awareness of their students with special needs.
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Curriculum Studies