Publication: School preparedness in implementation of inclusive education in public primary schools in Ng'ong Division Kajiado County ,Kenya
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2013
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Mount Kenya University
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Abstract
The purpose of the study was to investigate school preparedness in the implementation of inclusive
education in public primary schools in Ng’ong Division Kajiado County. The study sought to:
assess the availability of resources in the implementation of inclusive education in public primary
schools in Ng’ong Division, Kajiado County; investigate the attitudes of key stakeholders towards
the implementation of inclusive education in public primary schools in Ng’ong Division, Kajiado
County; identify major challenges that inclusive education encounters in public primary schools
in Ng’ong Division, Kajiado County and suggest interventions that will mitigate challenges facing
inclusive education in public primary schools in Ng’ong Division, Kajiado County. Literature was
reviewed based on these research questions and gaps between the study and literature reviewed
established. The study adopted a mixed research methodology where both quantitative and
qualitative research methods were employed. The study used a descriptive survey research design.
Questionnaires, interview guides and document analysis were used to collect and analyze data
from the respondents. The 15 public primary schools were identified using systematic random
sampling; pupils in the schools were sampled using cluster sampling while teachers in the
respective public primary schools were sampled randomly. Purposive sampling was used to
identify the head teachers, County Director and TAC officer. Validity of the research instruments
was achieved by discussing the items with the supervisor and lecturers in the department of
education while reliability was ensured through a test-retest method. Data collected was analyzed
using descriptive statistics; percentages and frequencies and results presented in summary tables
and charts. The study established that learners with special needs do exist in primary schools in
Ng’ong Division. The interventions that could best address challenges facing implementation of
inclusive education were three folds; at school level, government or policy formulation and at
community level. The researcher further recommends progressive participation at school,
community and government level for implementation of inclusive education in Ngo’ng Division,
Kajiado County.
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Education planning, Management and administration