Determinants of implementation of inclusive learning in public primary schools in boro division, siaya sub-county, Kenya

Abstract

The study explored the determinants of the implementation of inclusive learning in public primary schools in Boro division, Siaya sub-county. The objectives of the study were; to determine the extent to which availability and adequacy of physical facilities, teacher training and experience, accessability and adequacy of teaching and learning resources and classroom management determine the implementation of inclusive learning in public primary schools in Boro division, Siaya sub-county, Kenya. This was a descriptive survey study and the sampled respondent comprised of 12 head teachers, 36 teachers and 360 pupils who were selected using simple random sampling technique. The research instrument used was mainly questionnaires. The analysis involved both qualitative and quantitative techniques. The study revealed that schools offering inclusive learning in Boro division had hurdles to overcome in order to successfully implement inclusive learning in their schools.The major hurdles includes inadequate physical facilities, few trained teachers in special education needs, inadequate teaching and learning resources and poor classroom management. From this point of view, it can be concluded that inclusive learning in public primary schools in Boro division is not yet fully implemented. To overcome those challenges, the government needs to train more teachers on special needs education and employ them immediately to schools offering inclusive learning. The government should provide funds to schools to facilitate construction of physical facilities. The government through to supply all the schools with teaching and learning resources.