School factors influencing integration of pupils with special needs in public primary schools in Eldoret municipality, Kenya

Abstract

One of Kenya‟s Vision 2030 strategies is to enforce The Children‟s Act to eliminate child labour as well as other retrogressive practices causing vulnerabilities among children. This study was to investigate some factors influencing integration of learners with special needs in public primary schools in Eldoret municipality, Kenya. The objectives were to investigate whether teachers‟ familiarity with the process of integration, availability of resources and facilities, teachers‟ preparedness and provision of school administrative support influence integration of learners with special needs. The theoretical framework of the study was guided by Gross Model on implementing educational innovations. The study adopted a descriptive survey research design. It was conducted in public primary schools in Eldoret municipality, Uasin Gishu, Kenya. The study sample was drawn from 39 head teachers and 800 teachers from the 39 public primary schools. 19 schools were selected using stratified method and the head teachers of the selected schools were automatically included in the study. Simple random sampling technique was employed to select 259 teachers from the entire population to ensure the sub groups were proportionately represented. The questionnaire was used to collect data from teachers while an interview schedule was administered to head teachers. Validity and reliability of the data collection instruments was ascertained by conducting a pilot study and by the use of test-retest technique. Mixed methods were employed in analyzing data using frequencies and percentages to meaningfully describe the distribution of scores. Data were coded, and then analyzed using SPSS. The results showed that 81% of the teachers in the municipal public primary schools were familiar with the integration process of learners with special needs, but used the ordinary curriculum as opposed to a differentiated one which is special-needs friendly in terms of teaching methods and approaches. SNE teachers, physical facilities and resources in the schools were either unavailable or inadequate and eighty five (85%) of the teachers did not attend training, seminars or workshops on special needs education. Despite the good will from school administration for support, many of the schools did not seek external expert support and environmental modifications such as toilets, ramps, among others were not put in place for adaptation to cater for learners with special needs. The study recommended that varied approaches be adopted for integration of learners with special needs, teachers should be trained more in the area of special needs education, provision of facilities and resources for integration of special needs education be improved and all school administrators initiate solicitation for external support from other agencies and well-wishers.