dc.contributor.author | Nadia, Salim J | |
dc.date.accessioned | 2013-02-23T13:36:41Z | |
dc.date.issued | 2012 | |
dc.identifier.uri | http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10914 | |
dc.description.abstract | Despite many efforts being put forth for the successful implementation of inclusive
education in public primary schools in Kenya, there are still numerous challenges
facing this area. Students who have learning disabilities find it extremely challenging
to exercise their rights in education due to their condition. Many students with
learning disabilities find it difficult to fit into the normal school environment, hence
making the process of learning even more difficult. Due to this many students with
learning disabilities have dropped out of the school system because of the numerous
encounters that they have had to face The purpose of this study was to investigate the challenges facing the implementation
of inclusive education programme in public primary schools in the Parklands District.
The researcher formulated four research objectives and questions that were used to
guide the study. The research questions were used to determine the supply levels of
teaching-learning resources in inclusive education settings, to establish the general
strength of the human capital in schools with learners with disabilities and other
special needs, to assess the extent of the learner-friendliness of the environments in
which learners with disabilities and other special needs learn and to determine the
general efficacy of the administration in inclusive education settings. The literature
review shed light on the various aspects of inclusive education from the classroom to
the outside environment to the teachers involved in this type of programme.
The researcher targeted two public primary schools in the Parklands district and
applied the purposive sampling technique to select only teachers handling learners
with special needs in their classes to participate in the study. The findings of the
study revealed that there was an acute shortage of teaching and learning resources to
cater for learning disability students in inclusive settings. The findings also revealed
that the teachers who are present in inclusive classrooms lacked the required training
and qualifications required to handle students with learning disabilities. The study
also went on to establish that the environment that these students are learning in lacks
basic necessities in order to make it conducive enough for learning to take place.
The study recommends that The Ministry of Education should consider increasing the
availability of special needs courses, workshops and conference for teachers in public
primary schools who are working with students with learning disabilities in inclusive
settings. The study also recommends that the government should consider providing
more funding to improve the structures of the buildings in schools by improving the
physical facilitates like the washrooms, the playground and ramps. A similar study
should be replicated in various parts of the country so as to get a better picture of the
status of inclusive education programmes in the public primary schools in Kenya. | en |
dc.description.sponsorship | The University of Nairobi | en |
dc.language.iso | en | en |
dc.publisher | The University of Nairobi | en |
dc.subject | Inclusive education programme | en |
dc.subject | Public primary schools | en |
dc.title | Challenges facing implementation of inclusive Education programme in public primary schools, parklands district, nairobi, kenya. | en |
dc.type | Thesis | en |
local.publisher | School of Education | en |