Institutional influence on the implementation of inclusive education in public primary schools in Bungoma East Sub-County, Kenya

Abstract

Implementation of inclusive education in public primary schools is one of the impetus towards attainment of sustainable development goals such as quality education and reduced inequality among learners.There has been some research and discussion regarding institutional influence on the implementation of inclusive education in public primary schools in some counties, however, there is little research studies in this area in Kenya,thus prompting the researcher to seek for additional research and shed some light on the implementation of inclusive education in public primary schools. This study investigated the institutional influence on the implementation of inclusive education in public primary schools within Bungoma East Sub- County. The objectives of the study were; establish the level of training of teachers; establish the perceptions of teachers; determine the availability and adequacy of teaching and learningresources; find out the teaching and learning methods used.The study was based on Classical Liberal Theory of equal opportunities. The study adopted quantitative method anddescriptive survey research design. The study population included head teachers and teachers of public primary schools. Stratified and simple random sampling was used to select 25 schools; Purposive sampling was used to select 25 Head teachers while simple random sampling was used to select 100 teachers making a sample of 125 respondents. Instruments for data collection included questionnaire for teachers, interview schedule for head teachers, and observation checklist. Descriptive statistics such as frequencies, pie-charts, percentages were used to analyze data from questionnaires, interviews and observation checklist. The resultsof this study revealed among other things that; teachers lacked the required training and qualifications to handle special needs learners; no seminars or in-service courses on inclusive education; teachers found special learners difficult to handle; respondents had negative perception towards inclusive education; most schools lacked teaching and learning resources for special needs education; resource rooms,adapted chairs, adapted toilets were lacking; no utilization of individualized education program me; teachers lacked teaching methods to practice inclusive education. It was summarized that, teacher training and experience posed a great challenge to implementation of inclusive education; teachers have negative attitude towards inclusive education; teaching and learning resources and methodology impeded effective inclusion.The following recommendations were made; more teachers to be trained in special needs education; Ministry of Education to sensitize teachers on special needs education; Stakeholders to rehabilitate and adapt the existing schools; relevant pedagogy to be embraced in main stream school. The findings of the study will benefit teachers,learners, parents, educational officers, curriculum designers etc.