Abstract:
The purpose of this study was to investigate challenges and strategies for the implementation of inclusive education in primary schools in Nandi East District. This study sought to achieve the following objectives: identify the approaches used in implementation of inclusive education; determine the teachers’ attitudes towards implementation of inclusive education and investigate availability of resources for inclusive education. This study was guided by Lewin’s (1951) Force-field theory of change which states that, in the change process, there are driving and restraining forces which affect the transition to a future state. This study adopted a descriptive research design. The target population of this study was constituted of 15 head teachers, 105 teachers, 60 pupils and 3 officers in charge of special education in the Nandi
East District. A sample of 15 schools, out of the total of 51 primary schools in the District,
was selected through simple random sampling. All (15) head teachers of the selected schools, all the 30 KISE-trained teachers and the officer in charge of special education in the District were included in this study. Purposive, simple random sampling was used to select 120 teachers from the selected schools. This study used questionnaires, interview schedules and observation checklists to collect data from the respondents. Analysis of data was done using descriptive statistical techniques which included percentages and frequencies. This study found that the strategies used in inclusive education included play method, discussion and demonstration. Further, the majority of the teachers felt that children with special needs should be sent to special schools while others felt that they be put in separate classes and few suggested that such children don’t need to be in school. This implies that most teachers had negative attitudes towards learners with special needs. This study found that there were inadequate facilities for the learners with special needs. This study recommends that teachers
should use appropriate teaching and learning methods that are sensitive to the needs of the learners with special needs. Parents and other educational stakeholders should pool resources in order to provide essential materials to the pupils in order to enhance the teaching and learning process of learners with special needs. The findings of this study will be useful to policy makers, teachers, parents and the Ministry of Education in enhancing implementation of inclusive education in Kenya.
