School factors influencing implementation of inclusive education in public primary schools in homa bay town sub county, kenya
Abstract
The purpose of this study was to investigate the influence of school factors on
implementation of inclusive education in Homa bay town sub-county, Kenya.
School factors are those aspects which are found within the school surrounding
that may influence successful implementation of inclusive education. The
research sought to fulfil the following objectives: to establish the influence of
instructional materials, physical facilities, teaching methods applied by teachers
and classroom routine practices on implementation of inclusive education in
public primary schools. This research study was guided by the Social Model of
Disabilities. It adopted the descriptive survey research design that targeted 17
schools, 17 head teachers, 172 teachers and 20 pupils with physical impairments.
Purposive sampling method was used to pick the schools and head teacher.
Teachers were selected using random sampling and pupils stratified random
sampling. The instruments used were questionnaires while the focus group
discussion guide was used for pupils with physical impairments; an observation
checklist was used for physical facilities in school. The findings of the study
revealed that implementation of inclusive education are influenced by the
availability of instruction materials. However such materials especially for
learners with physical impairments are not enough or available in majority of
schools. Physical facilities influenced implementation of inclusive education for
learners with physical impairments although majority of schools lacked some of
these facilities. There was a positive relation between teaching methods and the
implementation of inclusive education. However, there are many challenges in
using teaching methods and this makes it difficult to implement inclusive
education as needs of learners with physical impairments are not catered for. The
relationship between classroom routine practices and implementation of inclusive
education for learners with physical impairments was positive. This shows that
the practices influenced implementation process. The researcher therefore
concluded that the implementation of inclusive education in public primary
schools for learners with physical impairments is strongly influenced by school
factors such as instructional materials, physical facilities, teaching methods and
classroom routine practices applied within the learning environment. From the
research several recommendations are made; the government should provide
enough funds for the purchase of instruction materials for learners with physical
impairments for smooth implementation of inclusive education. Schools should
construct and purchase necessary physical facilities for learners with physical
impairments. Teachers should apply appropriate teaching methods to cater for
learners with physical impairments. Classroom routine practices should cater for
all learners including those with physical impairments. Suggestions for further
studies have also been given which include; Influence of government funds on
implementation of inclusive education, influence of inclusion on the physical
impaired learners in an inclusive classroom in primary schools and a replica of the
study should be carried out in other areas.
Publisher
University of Nairobi
Rights
Attribution-NonCommercial-NoDerivs 3.0 United StatesUsage Rights
http://creativecommons.org/licenses/by-nc-nd/3.0/us/Collections
- Faculty of Education (FEd) [6020]
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