Teacher preparedness for inclusion and support of children with specific learning disabilities (sld) in public schools: a study of Mutituni zone in Machakos County

Abstract

Quality education is a key public good that should be a guarantee for all learners at all levels. However, there are a percentage of learners who face various difficulties in receiving proper accommodations in the classroom to support their learning journey, especially learners with Specific Learning Disabilities (SLDs). This study sought to analyze how teachers are prepared for inclusion and support for these learners all the way from pre-service training to in-service practice. The study was carried out in eight public schools in Mutituni Zone, Machakos County for in-service and retired teachers and the Machakos Teachers College for the pre-service teachers and teacher trainers. The study worked with the Universal Design for Learning Theory, which is essential in the development of inclusive attitudes and the promotion of support for learners. Looking at UDL, concepts as scaffolding; differentiated instruction; culture as part of the learning context; and, above all, how the teacher makes it all work. Primary data was collected via semi-structured interview guides and unstructured interview guides for the KII. The total number of respondents was 75 classified as class teachers, head teachers, retired teachers, teacher trainers and trainees. The study established that the large majority of the respondents understood the importance of inclusion and support for SLD learners but the gaps were in the preparation pre-service and professional development while in-service. The efficiency can be improved by courses in understanding SLDs and ways of differentiating effectively, as well proper collaboration between schools and parents for assessment for the learners with difficulties for better support.