dc.description.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. |
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