Publication: An assessment of public primary schools’ preparedness for inclusive education management in Kilala zone, Makueni county
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2014-06
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Mount Kenya University
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Abstract
The Salamanca statement and frame work for action on special needs (1994) called for inclusion
in mainstream education to be the norm so that all children, regardless of their disabilities to have
access to quality education in the neighborhood school with peers. However, learners with
disabilities have a lot of difficulties in exercising this right. The study sought to investigate the
teachers competences in inclusive education, school infrastructure level of preparedness ,parents
from school management committee attitude and challenges faced by managers in inclusive
education management in Kilala zone Makueni County .This study was based on Mike Oliver
theory (1983) on social model of disability. The researcher assumed a qualitative research method
and case study design based on a target sample population from Kilala Zone Makueni County .The
sample size included 9 (50%) head teachers, 87 (55.76%) teachers and 289 (40%) parents from
school management committee making a total of 385 respondents. Schools were selected using
purposive sampling as well as the head teachers. Convenient sampling was used to select parents.
The researcher used questionnaires and interview guide to collect data. Reliability of the
instrument used in the study was done by piloting in two schools in Wote zone, Makueni County
using test retest method. The researcher’s supervisor assessed the relevance in the instruments used
and made judgment on the decree to which the test items matched the objectives that is validity.
The researcher requested for permission to carry out the data collection from the Makueni County
Director of Education. Thematic analysis was used to analyze data. The coded questionnaire
responses were analyzed using Statistical Package for Social Science. Teachers face challenges in
the areas of training, large population of learners and inadequate researches. The scarcity of the
physical facilities causes negative impact on inclusive education management. Parents of learners
with disabilities showed negative attitudes towards the inclusive education policy. They argued
that their children would be ridiculed by others and there were no facilities for inclusive education
management practice. Results on managers’ knowledge on inclusive education management
showed that there was improved perception of learners with disabilities, consistent academic
performance and increment of learners’ enrolment. However the managers have challenges in
managing the staff members and communicating with county education office is also difficult. The
major findings were that many schools were not prepared for inclusive education management
although some were trying to do their best by providing the required resources and infrastructure.
The results showed that facilities for inclusive management are not adequate leading to
overcrowding of learners in classrooms. All teachers should be trained in inclusive education and
the necessary physical facilities provided while issues pertaining to the improvement of
management of inclusive education should be addressed. There is need for further research on
management competence in implementation of inclusive management in terms of behavior and
school culture