School based factors influencing effective implementation of inclusive education in public primary schools in Kikuyu district, Kenya
This study sought to investigate school based factors influencing effective implementation of inclusive education in public primary schools in Kikuyu district, Kenya. It was conducted in 10 out of 56 public primary schools in Kikuyu district. The research used Ex-post facto research design to conduct investigation. Using a simple random sampling method the researcher sampled 10 schools' headteachers and 46 public primary schools teachers to conduct the study. Primary data were mainly collected using headteachers and teachers questionnaires that were pretested to ensure reliability and validity. Data collected were analyzed using a combination of statistical computations. These included frequencies, percentages, mean and mode. The analyzed data were interpreted and presented using frequency tables and texts for clarity, The study identifies the qualification and knowledge of teachers influence effective implementation of inclusive Education. The available support services in the inclusive education schools and availability of teaching and learning resources were looked into in addition, the study wanted to assess the methods of instructions favourable for the implementation of inclusive Education as well as the nature of the differentiated curriculum content used in the inclusive education. The main findings of the study were that the physical facilities in the public primary schools were not adequate and appropriate to accommodate learners with special needs. The schools' physical environment lacked assistive devices like ramp and clutches. It also found that teachers and headteachers professional competence levels may be an impediment to inclusive learning in public primary schools. The study recommended that teachers should change their methods of approach which could be as a result of training in inclusive learning. The MoE should provide teaching/leaming materials in public primary schools to encourage inclusive set-up. The government should restructure teachers' Training Colleges so as to include areas of specialization in special needs in education curriculum. The MoE and the T.S.C should come up with modalities to recruit more trained teachers in order to address the issue of shortage of teachers in public primary schools. The Kenya Institute of Education should review the time allocated for content delivery if implementation of inclusive education is to be successful. The research study suggested future areas of study on teachers' perceptions towards implementation of Inclusive Education. The study also recommends further study to be replicated to other regions of the country.