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Implementation Status of Inclusive Education Practices in Regular Primary Schools in Siaya County, Kenya
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Abstract
Inclusive education involves tra
nsformation of regular schools into barrier free environment to
accommodate all learners.
Its
successful implementation is founded on policy which advocates for
availability of
trained personnel,
zero
discrimination
on
admission, school
-
community collabor
ation
,
curriculum differentiation
, provision
of related services
and above all
inclusive values
.
Although Kenya has
for a long time advocated for inclusion, a number of reports have indicated
that education leaders, school
prin
cipals and other key players
in the education system
are not aware
of inclusive
education
policy
and
practices
. This has resulted into implementation challenges. Based on t
he foregoing, a study was set
to
investigate the implementation status of inclusive education in Siaya
County
, Ke
nya
. This county had
comparatively the highest number of teachers with inclusive education orientation
. The purpose of the
study
was, therefore, to establish the extent to which teachers had implemente
d inclusive education practices.
Specificall
y the stud
y looked at
the availability
of policy and legal documents
in schools
,
assessment of
learners
on
admission,
availability of
trained personnel,
school
-
community collaboration,
curr
iculum
differentiation and
provision of
related services
.
Descriptive Survey
research design was used
in the study
.
Target population comprised 216 teacher
s
and 72 head teachers. Study sample comprised of 19
6
teachers
and 65 head teachers selected through saturated sampling approach. Instruments for data collection included
Questio
nnaires for teachers and head teachers, Interview S
chedule for head teachers, and Observation
C
hecklist. Results indicated that schools lacked policy documents on inclusive education in their custody,
there
was fair
assessment on admission, the number of t
rained teachers
were
significantly low, the
curriculum was not being differentiated in most schools, and there was lack of provision of related services.
All these had implications on implementation of inclusive education. Beyond developing policies in
in
clusive education,
educationists need
to come up with implementation strategies as well
as enforcement
plans for
successful uptake in school. // Paper ID 254
Subject
Country
Kenya
Region
Africa
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Date
2019-09
Author
ORCID
Corporate Author
Editor
Publisher
Commonwealth of Learning (COL)