Influence of Inclusive Education on Academic Performance of Refugee Children in Public Primary Schools in Ruiru Sub-County, Kenya

Abstract

The purpose for this study was to investigate the influence of inclusive education on academic performance of refugee children in public primary schools in Ruiru Sub-County. The study objectives were; to examine the influence of learning environment, socio-behavioural support, teachers’ instructional skills and inclusive curriculum development on academic performance of refugees children in public primary schools. The study used exploratory research design. There are thirty (30) public primary schools with refugee children in Ruiru Sub County. Purposive sampling technique was used to select 28 public primary schools. The target population for this study was 536 teachers and 30 head teachers. Simple random sampling technique was used to select a sample of 221 teachers while purpose sampling was used to select 28 head teachers. The findings showed that learning environment, socio-behavioural support, teachers’ instructional skills and inclusive curriculum development influence the academic performance of refugee children. Based on research findings, it can be concluded that learning environment influences academic performance of refugees’ children in public primary schools. The school environment is of paramount importance in shaping and reshaping intellectual ability. Further, it can be concluded that socio-behavioural support influences academic performance of refugees’ children in public primary schools. It is recommended that school management should ensure that a favourable learning environment is provided for refugee children. This will ensure that a supportive and favourable school environment free of abuse, name calling and discrimination is achieved. Teachers, parents and other pupils should help in promoting socio-behavioural and psychological support to refugee children. It is further recommended that training through seminars and workshop be introduced for both teachers and head teachers. These training should include skills on how to manage, handle and care for refugee children.