| dc.description.abstract | The purpose of this study was to investigate school factors influencing the implementation of inclusive education in public primary schools in Isinya District. This study aimed to examine the influence of physical facilities on the implementation of inclusive education; establish the influence of teacher training on implementation of inclusive education determine the influence of teaching /learning resources on implementation of inclusive education and establish the influence of head teachers and teachers perception on implementation of inclusive education in public primary schools. The study was conducted using descriptive survey design where the target population included all head teachers of the 28 primary schools in Isinya District and the 273 teachers teaching in the primary schools practicing inclusive education in the district. The sample consisted of 9 (30 percent of the 28 public primary) schools, with 9 headteachers from the same schools and 82 (30 percent of 273) teachers. The schools were selected using stratified sampling, they were grouped into two divisions Isinya and Kitengela. They have 16 and 12 schools respectively, six and four schools were selected using random sampling, and headteachers from the same schools were picked purposively. The teachers from those schools were picked randomly. The research instrument for the study included two questionnaires with both open ended and close ended questions and an observation schedule (one questionnaire for head teachers and one for the teachers). Data from the field was edited and coded according to themes which emanated from the research objectives and questions. Data was analyzed using both qualitative and quantitative techniques. Qualitative data was derived from open ended questions in the questionnaire and in the observation schedule, while quantitative data was from descriptive statistics supported by tables, graphs frequency and percentage; this was done using the Statistics Package for Social Sciences (SPSS) computer package. From the results, the study revealed inadequacies of physical resources that would assist in implementation of inclusive education. At the same time, the learning resources available are not adapted to the needs of children with SNE and this has contributed to them staying away from schools as they feel they are not fully accommodated within the settings existing in public primary schools. There is also inadequacy of teaching learning resources and most of them are not suited for children with SNE. Therefore, the Ministry of Education should organize for ways through which physical materials should be availed in public primary schools. These materials should also be adapted to fit the leaners with SNE. Schools should be funded to be able to accommodate all learners regardless of their abilities. Teachers need to be trained in special needs.to enable them handle SNE learners. | en_US |
