School based factors influencing integration of special needs education in public primary schools in Masaba North District, Kenya

Abstract

The purpose of this study was to investigate school based factors influencing integration of special needs education in the public primary schools in Masaba North. The research objectives were to examine ways in which physical facilities influence integration of Special Needs Education, to establish the level of preparedness of teachers in handling integration of Special Needs Education, to examine how the availability of teaching and learning materials influence integration, to establish the methods of curriculum delivery that are used in integration and to establish the support services available in public primary schools that influence integration of special needs education. The study adopted a descriptive survey design and targeted 66 public primary schools, 836 teachers and 21,247 pupils in Masaba North district. The researcher used purposive sampling to pick the 17 schools, their headteachers and 20 teachers handling special units. Simple random technique was used to pick 5 teachers and 5 pupils from the inclusive classes. 2 schools were used for piloting the study, 10 teachers of the two schools and 10 class seven pupils. These two schools were excluded in the main study. The main study comprised of 15 schools, 15 headteachers, 95 teachers and 75 class seven pupils. Data were collected by use of questionnaires and observation checklist and analysed using both quantitative and qualitative data. Findings revealed that physical facilities were inadequate, the teachers were not well prepared to handle the learners with special needs, the teaching/learning materials of special needs learners were not available, methods of curriculum delivery used were not learner centred and there was lack of support services in the public primary schools. This influenced integration of Special Needs Education in public primary schools in Masaba North district. Based on the findings it was concluded that physical facilities and availability of teaching and learning materials affected the integration of Special Needs Education. It was also concluded that lack of teacher preparedness in handling integration, and the methods of curriculum delivery affected the integration of special needs education in public primary schools. It was further concluded that there was lack of support services such as itinerant teachers, psychologists and speech therapists. Based on the findings the study recommended that the government should provide physical facilities needed in schools for effective integration of special needs education in public primary schools. Schools need to have an atmosphere that is friendly, caring, accommodative and supportive for children with special needs. The study recommended that KISE and all other educational stakeholders in conjunction with KIE should restructure teacher education to include SNE curriculum so that the teachers should be adequately prepared with skills and knowledge to handle learners with special needs. The government and other stakeholders should avail teaching, learning materials and other support services so that integration of special needs education can be effective in public primary schools. The study suggested that a study on challenges faced in the implementation of special needs education government policy in public primary schools should be conducted and lastly a study on the influence of special needs children home background on their participation in public primary schools should be conducted.