Influence Of Socio-Economic Factors On Implementation Of Inclusive Education In Public Primary Schools In Kibwezi Sub County, Makueni County, Kenya

Abstract

Inclusive education has garnered significant recognition regionally and globally. It demands that schools should be able to meet needs of learners with special education needs. There is need to eliminate discrimination and exclusion at all levels in society. This study sought to investigate socio-economic factors influencing implementation of inclusive education in primary schools in Kibwezi Sub-County, Kenya. The study aimed to establish the influence of family income on the implementation of inclusive education, to determine the influence of peer attitude on the implementation of inclusive education, to establish the influence of material resources within schools on the implementation of inclusive education and to determine the extent to which religious beliefs influence implementation of inclusive education. A descriptive survey design using both quantitative and qualitative approach was adopted. The target population for this study was the 13 schools practicing inclusive education, 13 headteachers were got from the same schools. Simple random sampling was used to get 31 teachers, 63 learners with special needs and 63 parents/guardians. Questionnaires were used to obtain data from the teachers and headteachers. Interview guides were used to obtain data from the parents and learners with special education needs. Descriptive and inferential statistics were used for the analysis. The researcher found out that the parents of children with special education needs in schools in Kibwezi sub-county got their income from farming, which is inadequate to support their children‟s education. The learners with special educational needs in school do not perform as well as their counter parts. They get little support from other learners. There were no enough materials for both teachers and learners with special needs for implementation of inclusive education. Parents encounter difficulties in enrolling their children with special needs in mainstream because of religious beliefs. The researcher concluded that family income and material resources positively influenced the implementation of inclusive education, while peer attitude and religious beliefs negatively influenced the implementation of inclusive education. The researcher recommends that schools must take initiative to improve on material resources and to be sensitive to learners with SEN. More funds should be allocated to schools offering inclusive education and the government should also be timely in releasing the funds for educational purposes