| dc.description.abstract | In Kenya, enrollment of pupils with special needs in all inclusive education programme in public primary schools is among the key factors expected to turn it into an industrialized nation by the year 2030. On this basis, this study sought to determine the factors that influence the enrollment of pupils with special needs in all inclusive education programme. The study sought to establish how diversity of teaching methods and resources influence enrollment of pupils with special needs in all inclusive education programme, assess how funding influences enrollment of pupils with special needs in all inclusive education programme and to examine how school infrastructure influence enrollment of pupils with special needs in all inclusive education programme.
It was undertaken as a descriptive survey among the public primary schools in Kakamega Municipality within the Kakamega County of the Republic of Kenya. The target population was all teachers in public primary schools within the study area. It was based on a sample size of 132 respondents comprising of 12 school administrators and 120 assistant teachers. Stratified sampling was used in dividing the study area into two groups to ensure that all respondents were well represented in the study. Simple random sampling was then applied to randomly select the number of required schools and respondents.
Data was collected using open and closed ended questionnaires and observation checklists. The data was organized, coded, edited, analyzed and presented in frequencies, percentages and tables. The findings will provide an opportunity for critical understanding of the factors influencing enrollment of pupils with special needs in all inclusive education programme. Education administrators and policy makers may use the findings in setting strategies to improve enrollment practices and publications originating from the study findings may improve academics across the entire world by increasing reference materials in the libraries.
The findings especially those that will be published will be essential instruments in the training of future primary school teachers. Study findings revealed that enrollment of pupils with special needs in all inclusive education programme is influenced by adequate provision of diverse teaching/learning methods and resources, funding and availability of infrastructure. Further it found out issues of inadequacy in funding and provision of needed facilities and resources. The findings based on the objectives of the study also revealed that the needs of the SNE learners included in the regular classroom were not fully met.
The study also made several conclusions and recommendations including: All stakeholders needed to increase funding towards providing adequate diverse teaching/learning resources and facilities. All school administrators and teachers of public primary schools should be trained, in-serviced, sensitized more on SNE and financial management. This will ensure appropriate handling of SNE learners who are included in the normal classrooms as well as plan and manage funds well by giving priority to projects in line with all inclusive education requirements. Hiring of more manpower needed to be considered so as to reduce the teachers workload hence create more time for SNE learners in their classrooms. School management committees needed to be strengthened to ~ensure adequate provision of teaching/learning facilities and resources for both SNE and normal learners. Issues of inadequacy in meeting the needs of SNE learners needed to be addressed for increased enrollment of pupils with special needs in all inclusive education programme to be fully realized. | en_US |
