comparison of provision of learning resources for special needs education pupils in selected public primary schools in kakamega county of kenya

Abstract

The importance of this study is to sensitize the stake holders, education administrators, staffing officers, teachers, parents and the community on what is going on in inclusive schools as far as provision of learning resources is concerned. The problem of suitable resource was echoed in the government report of 2004. The report had it that more than 90% of hand capped children were either at home or in regular schools learning without suitable learning resources and facilities. Once they go through this report and adhere to the proposals such situations will be corrected. They will be in a position to prevent similar situations occurring in future. The main objectives of this study were:(i) To investigate the achievement of equity in the provision of physical Education learning resources to physically challenged and typical learners in inclusive schools.(ii)To find outco-curriculum activities where inequality in the provision of physical Education leaning resources and facilities is prevalent. The study used Resource Dependence Theory and Social Development Theory. These theories were to be utilized to explore the key issue in the study which is the provision of suitable learning resources to physically challenged learners. After exploring the key issue in the study, proposals was forwarded that could be guidelines in the achieving of equity as far as the provision of suitable learning resources to physically challenged learners was concerned. A descriptive research design was used to explore this. The sample consisted of six inclusive primary schools randomly selected. To establish the content validity of the instruments the researcher carried out a pilot study in one school. Test retest method was used to establish the reliability of the instruments. Through interviews, questionnaires, schedules and observations, the study took a comparative perspective to analyze the extent to which physical education learning resources have been provided to pupils in inclusive primary schools in Lugari, Matete and Lukuyani Sub-Counties. Both quantitative and qualitative techniques were used in analyzing data depending on various objects and research questions. Qualitative data was in statement forms. Quantitative data was analyzed using descriptive statistics such as frequency counts, means, tables and graphs. The study findings revealed that no equality exists in the provision of physical Education learning resources in the selected schools. The findings of the study should help teachers, students, parents, and other stake holders in education to look at the barriers to accommodate physically challenged learners in inclusive schools and find solution to curb the vice. This would enable the physically challenged leaner to gain access to education in these schools.