Abstract:
Trends in the provision of education for children with disabilities have since the past
two and a half decades continued to focus on their learning in the same setting as that of
their peers without special needs. The education approach now being most advocated
for children with disability is inclusive education. Despite the many benefits of
inclusion, difficulties inherent in this process are major setbacks to wider
implementation of inclusive education. Therefore, the rationale of this study was non
implementation of inclusive education (IE) The purpose of this study was to establish
school-based factors that influence the implementation of IE in Early Childhood
Development Education (ECDE) curriculum. The specific objectives of the study were
to investigate the influence of perception, teacher knowledge and skills, learning
environment and school managements‘ committee support on the implementation of
inclusive education in rural public ECD centres in Uasin Gishu County. The study
targeted a total of 1036 ECDE teachers and 492 head teachers in all the ECDE centres
in all the six sub counties in Uasin Gishu County. The sample of the study comprised of
221 teachers and 196 head teachers in 196 ECDE centres. Probability sampling
techniques such as simple random, stratified and proportionate were used to select
schools (ECDE centres) and teachers, while non-probability sampling technique,
specifically purposive was used. The study adopted research survey design situated in
mixed methods and underpinned in a pragmatic philosophical worldview. The study
hypothesized that teacher perception, teacher knowledge and skills, learning
environment and school management's committee support are not associated with the
implementation of inclusive education in rural public ECD centres. Primary data was
collected using questionnaires, interview guide and observation guides. Data collected
was analyzed both quantitatively and qualitatively. Pearson Correlation, Chi-square and
Regression analysis, were used to establish the existence and strength of association
between the study variables. Qualitative data was analyzed through reporting themes as
they emerged. The analyzed data was presented in frequency tables and charts. The
study was anchored by the Ecological Systems Theory by Bronfenbrenner, which spells
out the complexity of the interaction and interdependence of multiple systems that
impact on learners, their development and learning. The study findings indicated that
there was no significant association between both the teacher's perception (χ2 = 0.834;
df = 4; p = 0.934) and teacher's competence (χ2 = 0.758; df = 4; p = 0.944). On the other
hand, there was significant association between the school learning environment (χ2 =
99.712; df = 16; p = 0.000) and the support of the School‘s Board of Management
(BOM) (χ2 = 83.849; df = 16; p = 0.000) and the implementation of IE. School learning
environment explained 19% to implementation of inclusive education while support of
the School management committee explained 26.0% to implementation of inclusive
education. Interviews with the head teachers indicated that the two main challenges;
lack of teaching and learning materials and resources, and lack of funds stood in the
way of implementation of IE. The study concluded that, teacher‘s perception and
teacher knowledge and skills no longer counts but school learning environment and
support of BOM counts. The study recommended mobilization of teaching and learning
resources, assistive technologies and all other relevant aids towards the success of
Special Needs Learning (SNL) as well as obtaining multiple sources of funds to enable
successful implementation of IE.