Implementation Status of Inclusive Education Practices in Regular Primary Schools in Siaya County, Kenya

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Date
2019-09
Authors
Adoyo, Peter
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Commonwealth of Learning (COL)
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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
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Inclusive Education, Primary Education, Policies
Country
Kenya
Region
Africa
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