An assessment of the Kenyan policy on the implementation of inclusive education in public primary schools

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Date
2008-11
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Publisher
Kampala International University, College of Education, Open distance and learning
Abstract
A study on Assessment of the Kenyan policy on the implementation of inclusive education in public primary schools was carried out in Nyangeta zone, was carried out with the purpose of assessing process and progress indusive education in Kenya. The following objectives guided the study to establish whether the school facilities and curriculum have been modified to accommodate the special needs learners. To find out if indeed the stakeholders in the implementation of indusive education have been prepared to undertake the task. To find out if there is any form of collaboration during the implementation process. To identify during the challenges faced by the implementers of inclusive learning in Kenya. The population studied consisted of 24 general education teachers, 6 Head teachers, 3 resource room teachers, 2 language specialist’s, 4 psychologists, 2 Braille teachers. Methods used in the assessment were mostly qualitative given the nature of the research topic, although observation and quantitative analysis had to be used in some situations. Data was obtained from 2 sources particularly primary data from the responses of the study population and secondary data from the textbooks. Findings from the study revealed that the implementation of indusive education had not done very much to prepare its teachers to prepare the teachers for the innovation. But it was also discovered that many general classroom teachers have responded by going for upgrading with a specialization in both special needs education and guidance and counseling. It was also discovered that some of the school facilities had been modified and some special facilities had been modified and some special facilities had been acquired’, a/though some were still lacking and inadequate. This was challenging both the teachers and learners in an indusive setting. It was also established that some teachers were still struggling to adjust to the innovation and therefore they could not effectively restructure their curriculum and instructional approaches but instead complained~ Another finding showed that somehow the roles of some stakeholders were in conflict particularly those of parents and therefore this~ was a challenge to the collaboration of the implementers. The following were recommended partnership among the stakeholders in the implementation to involve specialists from many professional disciples Teacher development and continuous support for classroom teachers. Put emphasis on the modification of the general education environment.
Description
A Research Report Submitted to the Institute of Open and Distance Learning, in Partial Fulfillment of the Requirement of the award of a Bachelor of Education Degree in Special Needs of Kampala International University.
Keywords
Kenyan policy, Inclusive education, Public primary schools
Citation