https://kerd.ku.ac.ke/handle/123456789/98 2026-10-01T23:54:38Z https://kerd.ku.ac.ke/handle/123456789/1558 School Factors Affecting the Implementation of Inclusive Education in Regular Primary Schools in Matungu Sub-County, Kenya. Musumba, Redemptor Implementation of inclusive education has emerged as a very vital issue at regular primary schools in Kenya. Exclusion of learners with special needs in regular primary schools has been attributed to school factors that hinder such learners to access basic education. The purpose of this study was to establish the effects of differentiated curriculum on the implementation of inclusive education, to determine the effects of infrastructural facilities on the implementation of inclusive education, to establish the effects of teacher training on the implementation of inclusive education and to find the effects of free primary education on the implementation of inclusive education in regular primary schools in Matungu Sub County, Kenya. Descriptive survey research design was used. The study population comprised of 60 head teachers, 1000 teachers and 9 education officers in all regular public primary schools in Matungu Sub County. The study targeted all public primary schools in Matungu Sub County, simple random sampling and stratified sampling were used to select 9 education officers, 60 head teachers, 1000 teachers. Validity and reliability of the instrument were enhanced through pilot study and also through expert validation by supervisors in the department of special needs education. Questionnaires were used to collect qualitative and quantitative data on effects of selected factors on implementation of inclusive education. Data generated by questionnaires were analyzed by descriptive statistics using frequency distribution and valuable percentages. Qualitative data was transcribed and organized into themes, categories and sub categories as they emerged in the study. Presentation of data was through tables, pie charts and histograms. The findings of the study indicated that there was need to invest in inclusive education by developing structures and mechanism that would accommodate pupils regardless of their disability. Based on the findings of the study, it was recommended that: the Ministry of Education to come up with a separate and elaborate curriculum for inclusive education, the Government of Kenya to put in place adequate and appropriate physical and human resource to enhance the implementation of SNE, the MOEST to train more teachers in special needs education and institute in-service courses. The results of the study may assist head teachers, teachers, stakeholders and the Ministry of Education in the implementation of inclusive education in regular primary schools in Matungu Sub County. A PhD Thesis submitted to Maasai Mara University 2018-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1250 Implementation of Inclusive Education in Kenya: Pressures and Opportunities Ondieki, Peterson Osero The term inclusive education refers to a philosophy of education that promotes education of all pupils in mainstream schools. Internationally, inclusive education is seen as a system which caters for the needs of a diverse range of learners and supports diversity, effectively eliminating all forms of discrimination. Kenya has not been left behind in this global move of ensuring that children with special needs are offered educational opportunities and are not discriminated. The purpose of the study was to find out factors influencing implementation of inclusive education in public primary schools in Nyamira County, Kenya. The objectives of the study were: to establish teacher factors influencing the implementation of inclusive education in public primary schools in Nyamira County, to determine school based factors influencing the implementation of inclusive education in public primary schools in Nyamira County, to investigate home based factors influencing the implementation of inclusive education in public primary schools in Nyamira County and to find out teaching and learning strategies influencing implementation of inclusive education in public primary schools in Nyamira County. The study used descriptive survey research design. The study was informed by the Classical Liberal Theory of Horace Mann. The target population was 4000 teachers of public primary school in the County. The study sampled 1040 teachers using stratified random sampling, 145 head teachers and 5 Education Officers using purposive sampling. Hence the total sample size was 1195. The study used Questionnaires to collect data from assistant teachers, interview schedules to obtain data from the head teachers and education officers. Instruments were piloted in the County and split half technique was used to ascertain their reliability. Experts, the supervisors of the researcher, were involved in ascertaining validity of the instruments. Quantitative data from questionnaires was analyzed using descriptive statistics and by help of SPSS version 20 summarized into percentages using frequency units. Qualitative data from interview schedules were analyzed thematically. The findings of the study were presented in tables, figures, pie charts and narratives. The study found that teachers had positive attitude towards inclusive education and were not trained on how to handle learners with special needs. The study also found that learners had a positive attitude towards inclusive education. The study found that parents were performing their basic roles to their children. It was also found that the current curriculum was not meeting all needs of learners in inclusive settings. The study concluded that teachers should be trained to acquire knowledge and skills in special needs education. The study recommended that severe cases of special needs and/or disabilities should be referred to special institutions for more specialized services; review curriculum to suit needs of learners and provision of resources to enhance implementation of inclusive education. The findings of the study might be useful to parents, teachers, educational officers and Ministry of education in making decisions about successful implementation of inclusive education. A PhD Thesis submitted to the School of Education, Jaramogi Oginga Odinga University of Science and Technology (JOOUST) 2017-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1244 Perspectives of Parents and Teachers on Inclusion of Learners with Mental Challenges in Selected Public Primary Schools in Rarieda Sub County, Siaya County, Kenya Nandi, Atieno L. The effect of parental and teachers attitude towards the inclusion of mentally challenged learners could not be over emphasized. Despite the Worlds Education for All and Kenyan government current policy of Free Primary Education, learners with mild and moderate mental challenges still had difficulties in accessing education in regular public primary schools in Rarieda Sub County which might have been due to teachers and parents attitude towards inclusive education. This concurrent triangulation design was framed from behavioral theory aimed at investigating perspectives of parents and teachers’ on the inclusion of learners with mental challenges in public primary schools in Rarieda Sub- County. The objectives of the study would be: to find out how teachers perceive inclusive education of learners with mild and moderate mental challenges in public primary schools, to find out how parents perceive inclusive education of learners with mild and moderate mental challenges in public primary schools, to determine the roles of teachers while including learners with mild and moderate mental challenges in public primary schools, to determine the roles of parents while including learners with mild and moderate mental challenges in public primary schools and to examine the strategies teachers used when dealing with their own attitudinal challenges and parents attitudinal challenges towards the inclusion of learners with mental challenges in public primary schools. The study population would include 835 teachers and 165 parents and 221 parents of female and male learners respectively who are mild and moderate mentally challenged. The study sample comprised of 12 public primary schools, 83 teachers, and 23 parents and 17 parents of male and female mild and moderate mentally challenged learners respectively. Simple random sampling was used to select schools in each zone, systematic sampling to select teachers and cluster sampling to select parents. Data was collected through questionnaires and interview schedules. The study instruments were validated by presenting them to experts from the department of Special Needs Education. To test the reliability of the instrument, the researcher used split half reliability by Spearson Brown with correlation coefficient of 0.675 obtained from the questionnaires. Trustworthiness and authenticity of the qualitative data was achieved by logical coding and analyzing data into appropriate themes for final analysis. The analysis was through selective coding of common themes and concepts and presented basing on each study objectives. Coded data were presented using Statistical Package for Social Sciences (SPSS) version 22 and analyzed using descriptive statistics such as percentages, graphs and tables. The results of the study showed that teachers and parents perceive inclusive education as that education where all students learn together, exposes learners with mental challenges to other learners. Teachers had a role in modify the teaching learning materials while the parents provided the learning and paid school fees. The study concluded that parents of learners with MC have low self-esteem towards their children and there is poor rapport between teachers and learners with mental challenges. Influence of school administration on inclusive education and awareness of teachers on the effectiveness of inclusive education were suggested for further research. The findings of the study might be useful to the various stakeholders in education such as the parents, teachers, MoEST, KNEC, KICD and the County government. The study thus recommended that there was need for sensitizing the parents and community on the importance of inclusive education. The study also recommended in-service training and workshops for teachers who had no training in special needs education to be put in one place. A PhD thesis submitted to Jaramogi Oginga Odinga University of Science and Technology (JOOUST) 2016-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1200 Management of Learners with Special Needs Inclusive System of Education in Makueni County Public Primary Schools, Kenya: A Model Mutie, Josphine Mbithe The purpose of this study is to find out how learners with special needs in public primary schools were managed inclusively in Makueni county- Kenya, based on awareness, teacher preparedness, attitude, instructional strategies, learner engagement, resource materials, assessment, physical environment, challenges and suggestions for better management. This study was guided by social theory, observational learning theory and guided learning theory. The study used concurrent mixed methods design. Purposively the study selected the respondents. Quantitative data was analyzed using T test and one way- ANOVA. Qualitative data was transcribed and analyzed as on going themes and subthemes. The findings revealed that awareness was minimally created, teachers were moderately prepared, they had a positive attitude, no significant difference in teachers attitude when grouped according to gender and level of special needs training, but there was when grouped according to age, they used instructional strategies and engaged learners moderately, resources were inadequate, assessment and physical environments were minimally adapted. The study concluded that awareness creation was inadequate, senior officer, teachers, support staff and learners had positive attitude, head teachers had negative attitude. Most schools lacked resources and lack of finance was an issue. The study recommended that the government provide enough funds, train all head teachers, teachers and support staff on special learner management and the Mutie model 2016 be used to better management of learners with special needs in the inclusive system of education. The study suggested that similar study be done in other counties, private schools and on the impact of having learners and teachers with special needs in leadership positions A doctoral thesis submitted in the department of educational administration, curriculum and teaching school of education University of Eastern Africa, Baraton in partial fulfilment of the requirement for the award of the degree of doctor of philosophy in education 2016-06-01T00:00:00Z