dc.description.abstract | The purpose of this study was to investigate school based factors influencing
integration of special needs education in the public primary schools in Masaba
North. The research objectives were to examine ways in which physical
facilities influence integration of Special Needs Education, to establish the
level of preparedness of teachers in handling integration of Special Needs
Education, to examine how the availability of teaching and learning materials
influence integration, to establish the methods of curriculum delivery that are
used in integration and to establish the support services available in public
primary schools that influence integration of special needs education. The
study adopted a descriptive survey design and targeted 66 public primary
schools, 836 teachers and 21,247 pupils in Masaba North district. The
researcher used purposive sampling to pick the 17 schools, their headteachers
and 20 teachers handling special units. Simple random technique was used to
pick 5 teachers and 5 pupils from the inclusive classes. 2 schools were used for
piloting the study, 10 teachers of the two schools and 10 class seven pupils.
These two schools were excluded in the main study. The main study
comprised of 15 schools, 15 headteachers, 95 teachers and 75 class seven
pupils. Data were collected by use of questionnaires and observation checklist
and analysed using both quantitative and qualitative data. Findings revealed
that physical facilities were inadequate, the teachers were not well prepared to
handle the learners with special needs, the teaching/learning materials of
special needs learners were not available, methods of curriculum delivery used
were not learner centred and there was lack of support services in the public
primary schools. This influenced integration of Special Needs Education in
public primary schools in Masaba North district. Based on the findings it was
concluded that physical facilities and availability of teaching and learning
materials affected the integration of Special Needs Education. It was also
concluded that lack of teacher preparedness in handling integration, and the
methods of curriculum delivery affected the integration of special needs
education in public primary schools. It was further concluded that there was
lack of support services such as itinerant teachers, psychologists and speech
therapists. Based on the findings the study recommended that the government
should provide physical facilities needed in schools for effective integration of
special needs education in public primary schools. Schools need to have an
atmosphere that is friendly, caring, accommodative and supportive for children
with special needs. The study recommended that KISE and all other
educational stakeholders in conjunction with KIE should restructure teacher
education to include SNE curriculum so that the teachers should be adequately
prepared with skills and knowledge to handle learners with special needs. The
government and other stakeholders should avail teaching, learning materials
and other support services so that integration of special needs education can be
effective in public primary schools. The study suggested that a study on
challenges faced in the implementation of special needs education government
policy in public primary schools should be conducted and lastly a study on the
influence of special needs children home background on their participation in
public primary schools should be conducted. | en |