School based factors influencing the implementation of inclusive education in early years’ education among rural public primary schools in Uasin Gishu county, Kenya

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.