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.