Institutional Determinants of the Implementation of Inclusive Physical Education and Sports Programmes in Public Primary Schools in Nairobi City County, Kenya.

Abstract

The purpose of this study was to establish institutional determinants of the implementation of inclusive physical education and sports programmes in public primary schools having a special unit in Nairobi City County, Kenya. Four specific objectives that guided the formation of four research questions were designed to achieve this purpose. They included: availability of facilities and appropriateness, availability of equipment and appropriateness, head teacher and teacher preparedness and teacher’s perceptions. This was against the backdrop of the need for Learners with Disabilities (LWDs) to participate in physical education and sports. The study reviewed related literature from different scholars’ works informed by the study objectives. The theory of the zone of proximal development and social model of disability was used in this study. The target population for the study was 471 respondents. Simple random sampling and stratified sampling was used to select 7 public primary schools having a special unit in 5 sub-counties in Nairobi City County Kenya respectively. A total of 7 head teachers, 13 PE teachers, and 64 LWDs were sampled, making 84 respondents for the study. To adequately achieve the objectives of the study, qualitative and quantitative methods of data collection and analysis were used. This involved the use of questionnaires, interview schedules, an observational checklist, and a focus group discussion protocol. Descriptive analysis techniques (frequencies, percentages) and content data analysis were used. Piloting was conducted to determine the reliability and validity of the instruments. The study found that, in terms of facilities and equipment, the biggest challenge was in their acquisition due to lack and inappropriate funds allocation to various disciplines. This may have led to the limited supply of equipment and facilities that in turn may have affected the participation of LWDs in sports. The facilities and equipment available were not modified for use by LWDs such as the playgrounds and balls. This in turn may have affected the choice and number of different activities and sports LWDs could participate in to the best of their ability. The study also revealed that, although most teachers were trained and had relevant teaching experience, they were not trained in Adapted Physical Education (APE), and hence modification of facilities and equipment to include all LWDs was a challenge to them. This may have impacted heavily on the negative perceptions teachers had towards inclusive sports programmes. The study revealed that a majority of teachers preferred teaching typical pupils without mixing them with LWDs. This also impacted heavily on the competencies of the head teachers as it was hard to promote key sports programmes within their schools with the limited facilities and equipment and their teachers’ need in training in APE. Based on the findings of the study it is recommended that schools should consider the provision of adequate and suitable facilities and equipment for LWDs. This can be done through sourcing funds from the Constituency Development Fund, parents, and non-governmental organizations (NGOs). The ministry of education should consider organizing regular in-service training and seminars for head teachers and teachers to improve the standards of physical education for LWDs in their schools to promote inclusivity of sports programmes for all learners. The findings of this study will provide valuable data to various educational stakeholders such as curriculum developers and policy makers.