| dc.description.abstract | The purpose of this study was to investigate the factors influencing managers in
allocation of resources for learners with special needs in public primary schools in
Nairobi County, Kenya. The study sought to determine the extent to which head
teachers training on Special Needs Education, availability and adequacy of resources
influences resource allocation of resources for implementation of special needs
education as the objectives of the study. In governance adequate resources are
allocated in the educational institutions for efficiency and effectiveness. The study
adopted a descriptive survey using both qualitative and quantitative approaches. The
target population was 150 participants. A sample size of 12 head teachers and 86
teachers was used. Data on resource allocation were collected using questionnaires for
head teachers and teachers. The researcher used piloting to estimate the degree to
which the results could be obtained. Data was analyzed using Statistical Package for
Social Sciences (SPSS) descriptively and using content analysis. Tables, Figures and
bar graphs were used. According to the objectives the study findings revealed that the
financial position of the schools was not enough to support allocation of resources for
the special education; hence many special schools resulted to seek assistance from
Donors, Sponsors, Well-wishers and various NGOs in an effort to enhance special
need education; 91.7 percent of head teachers and 88.9 percent of teachers said
finances are not adequate. The study also found that a key limitation of skilled staff
among special schools and special units; especially teachers’ supporters and
counseling personnel; they were not there in most schools; 75.0 percent of head
teachers and 64.7 percent of teachers said staff are inadequate. It was further
established that instructional resources to support the special education programmes
were largely unavailable and inadequate and that most pertinent resources in special
need education implementation were inadequate in all special schools and special
units in the different areas of special. 91.7 percent of head teachers and 82.1 percent
of teachers said instructional materials are inadequate. In some schools infrastructure
is wanting. Infrastructure is not proper for learners with special needs. Based on the
results obtained from inferential statistics, the study hereby concludes that among
other factors, financial constraints, trained head teachers, counseling professionals,
adequate skilled staff and resource adequacy are key determinants of special need
education implementation success and they are inadequate. Personnel who are trained
in proper management could do a good role and bring about success in institutions of
special need education learning. They would also allocate the right resources as
required according to disabilities. The study recommends more training of managers
who handle special needs education by K.I.S.E on all areas of special needs for
resource allocation; revising of the Comprehensive Framework and Monitoring and
Evaluation of what has been achieved in this area and what has not been achieved so
as to put measures in place for future for the benefit of learners with special needs.
Human resource development is very important in management area since it helps in
capacity building and supports people in allocation of resources after the training and
exposure to the right type of materials required in special needs education area. The
researcher also recommends that management provides the required allocation of
resources for efficiency and effectiveness in all special institutions so that education,
knowledge and skills needed by the learners with disabilities can be enhanced. The
study suggests the same study be done in other counties in primary and secondary
schools with learners who are challenged for emphasis of provision of adequate
resources by managers | en_US |
