CHALLENGES FACING IMPLEMENTATION OF INCLUSIVE

EDUCATION IN PUBLIC PRIMARY SCHOOLS IN MWEA

EAST DISTRICT, KIRINYAGA COUNTY, KENYA

MUNGAI, BEATRICE WANGARI

REGISTRATION NO: E55/CE/11848/08

A RESEARCH PROJECT REPORT PRESENTED TO THE

SCHOOL OF EDUCATION IN PARTIAL FULFILMENT OF

THE REQUIREMENTS FOR THE AWARD OF THE DEGREE

OF MASTER EDUCATION, KENYATTA UNIVERSITY

JUNE 2015
 DECLARATION

I declare that this research project is my original work and has not been presented in

any other university/institution for consideration of any certification. This research

project report has been complemented by referenced sources duly acknowledged.

Where text and data have been borrowed from other sources including the internet,

these are specifically accredited and references cited using the current APA system

and in accordance with anti-plagiarism regulations

Mungai Beatrice Wangari Date

This project report has been presented with our approval as university supervisors:

Dr. Martin Ogola Date

Department of Educational Management,
Policy and Curriculum Studies
Kenyatta University

Prof. Olembo Jotham Date

Department of Educational Management,
Policy and Curriculum Studies
Kenyatta University

ii
 DEDICATION

This work is dedicated to my family who stood by me in support both financially

and spiritually to ensure that I sailed through. May the almighty God bless them

abundantly.

iii
 ACKNOWLEDGEMENT

I am grateful to the Almighty God for giving me life and strength to do this research

work. I would also like to express my gratitude to many people who contributed to

the successful completion of the work presented in this research project in one way

or another. First, many thanks goes to my supervisors Dr. Martin Ogola and Prof.

Jotham Olembo for their continuous guidance and encouragement throughout the

course of this research and during writing up of this research project report. Heartfelt

thanks to my husband, Njoroge Mwangi for withstanding my regular absence and

long stays from home; and for encouragement, moral support and financial

assistance. Many thanks also go to my daughter Njeri, my son Mwangi and to my

extended family for giving the will to carry on to the end.

iv
 TABLE OF CONTENTS

DECLARATION ................................................................................ ii
DEDICATION ................................................................................... iii
ACKNOWLEDGEMENT ................................................................ iv
TABLE OF CONTENTS ................................................................... v
LIST OF TABLES ........................................................................... viii
LIST OF FIGURES ......................................................................... viii
ABBREVIATIONS AND ACRONYMS ......................................... ix
ABSTRACT........................................................................................ xi

CHAPTER ONE: INTRODUCTION............................................... 1

1.1 Background to the Study ..............................................................................1
1.2 Statement of the Problem .............................................................................4
1.3 Purpose of the Study ....................................................................................4
1.4 Objectives of the Study ................................................................................4
1.5 Research Questions ......................................................................................5
1.6 Significance of the Study .............................................................................5
1.7 Assumptions of the Study ............................................................................6
1.8 Limitations of the Study ...............................................................................6
1.8.1 Delimitations of the Study ...............................................................6
1.9 Theoretical Framework on Inclusive Education ..........................................7
1.10 Conceptual Framework ................................................................................9
1.11 Definition of the Central Terms .................................................................10

CHAPTER TWO: REVIEW OF RELATED LITERATURE .... 12

2.1 Introduction ................................................................................................12
2.2 The concept of Inclusive Education ...........................................................12
2.3 Learners with Special Needs ......................................................................13
2.4 Implementation of Inclusive Education .....................................................14
2.4.1 Curriculum .....................................................................................14
2.4.2 Attitude towards Learners with Special Needs ..............................15
2.4.3 Resources .......................................................................................16
2.4.4 Teacher Training ............................................................................17
2.4.5 Stress Factors Inhibiting Job Fulfilment ........................................18
2.4.6 Lack of Parent and Community Involvement ................................19
2.5 Summary ....................................................................................................21
v
CHAPTER THREE: RESEARCH METHODOLOGY ............... 22
3.1 Introduction ................................................................................................22
3.2 Research Design .........................................................................................22
3.3 Study Locale...............................................................................................22
3.4 Target Population .......................................................................................23
3.5 Sample and Sampling Techniques .............................................................23
3.6 Data Collection Instruments .......................................................................24
3.7 Pilot Study ..................................................................................................24
3.7.1 Measure of Reliability ....................................................................25
3.7.2 Content Validity .............................................................................25
3.8 Data Collection Procedures ........................................................................26
3.9 Data Analysis and Presentation ..................................................................26
3.11 Logistical and Ethical Considerations ........................................................27

CHAPTER FOUR: RESULTS, DATA ANALYSIS AND

DISCUSSION .................................................................................... 28
4.1 Introduction ................................................................................................28
4.2 Background of the Respondents.................................................................28
4.2.1 Subjects Taught by Respondents ...................................................29
4.2.2 Academic Qualification and Special Education Training ..............30
4.2.3 Schools Inclusive Education Policy ...............................................31
4.3 Types of Special Needs Pupils in Public Primary Schools in Mwea East
District........................................................................................................33
4.4 Special needs Students Challenges Encountered by Teachers in
Implementing SNE.....................................................................................35
4.5 Category of Special Needs Learners Effectively Catered for in Schools ..36
4.6 Challenges Faced in Implementation of Inclusive Education ....................38
4.7 Frequency of Parents Visits to SNE Pupils ................................................39
4.8 Resource needs in Implementation of Inclusive Education in Mwea East
District........................................................................................................41
4.8.1 Infrastructure for Special Needs Education in Schools..................41
4.8.2 Teaching/Learning Materials .........................................................43
4.8.3 Finances..........................................................................................45
4.6 Performance of Learners with Special Education Needs in Mwea East
District........................................................................................................47

vi
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND
RECOMMENDATIONS ................................................................. 50
5.1 Introduction ................................................................................................50
5.2 Summary of Research Findings .................................................................50
5.2.1 Types of Special Need Pupils in Public Primary Schools in Mwea
East District ....................................................................................50
5.2.2 Teachers Challenges in Implementing Inclusive Education in Mwea
East District ....................................................................................51
5.2.3 Resource Needs in Implementation of Inclusive Education in Mwea
East District ....................................................................................51
5.3 Conclusions ................................................................................................51
5.3.1 Types of Special Needs Pupils in Public Primary Schools in Mwea
East District ....................................................................................51
5.3.2 Teachers Challenges in Implementing Inclusive Education in Mwea
East District ....................................................................................52
5.3.3 Resource Needs in Implementation of Inclusive Education in Mwea
East District ....................................................................................52
5.4 Recommendations ......................................................................................53
5.5 Suggestions for Further Research ..............................................................54

REFERENCES ................................................................................. 55

APPENDICES ................................................................................... 61
APPENDIX I: INTRODUCTION LETTER .................................. 61
APPENDIX II: HEAD TEACHERS QUESTIONNAIRE ............ 62
APPENDIX III: TEACHERS QUESTIONNAIRE ........................ 63
APPENDIX IV: AUTHORIZATION LETTER ............................... 65
APPENDIX V: RESEARCH PERMIT ........................................... 66

vii
 LIST OF TABLES

Table 3.1: The zones and respondents from each zone ......................................24
Table 4.1: Distribution of the respondents in categories of classes ..................29
Table 4.2: Subjects taught by respondents .........................................................29
Table 4.3: Teachers qualification in sampled primary schools in Mwea East
District...............................................................................................30
Table 4.4: Perceived meaning of inclusive education policies in different
schools...............................................................................................33
Table 4.5: Challenges faced by teachers in implementing SNE ........................35
Table 4.6: Category of special needs learners effectively catered for by head
teachers .............................................................................................37
Table 4.7: Teachers challenges in implementing inclusive education as reported
by the respondents.............................................................................38
Table 4.8: Frequency of parents visits to SNE pupils.......................................39
Table 4.9: Involvement of Parents in their Childrens School Work .................40
Table 4.10: Availability of teaching learning materials for inclusive education in
Mwea East District ............................................................................44
Table 4.11: Sources for financial funds for inclusive education in Mwea East
District...............................................................................................46
Table 4.12: Academic performance of pupils with special needs in Mwea East
District...............................................................................................47
Table 4.13: Behavioural changes of pupils with special education needs in
Mwea East District as reported by the head teachers .......................48

viii
 LIST OF FIGURES

Figure 1.1: Conceptual Framework on Implementation of Inclusive Education ..9

Figure 4.1: Respondents source of knowledge of inclusive education ...............31
Figure 4.2: Schools with a Policy on Inclusive Education ..................................32
Figure 4.3: Types of special needs pupils as identified by respondents in Mwea
East District in Kenya .......................................................................34
Figure 4.4: Responses on adequacy of resources for implementation of inclusive
education in Mwea East District in Kenya .......................................42

ix
 ABBREVIATIONS AND ACRONYMS

AEO Area Education Office

AIDS Acquired Immunodeficiency Syndrome

ATS Approved Teachers Status

EFA Education for All

FPE Free Primary Education

KCPE Kenya Certificate of Primary Education

KCSE Kenya Certificate of Secondary Education

KISE Kenya Institute of Special Education

MDG Millennium Development Goals

MOE Ministry of Education

MOEST Ministry of Education Science and Technology

MVC Most Vulnerable Children

NGO Non-Governmental Organisation

SLT Social learning theory

SNE Special Need Education

TAC Teachers Advisory Centre

UNESCO United Nations Educational, Scientific, and Cultural Organization

UNICEF United Nations Childrens Fund

x
 ABSTRACT

Inclusive education is the practice of teaching learners with special education needs
alongside their normal peers in regular classroom setting, instead of segregating
them in special classrooms. Inclusive education emanates from the belief that the
right to education is a basic human right and a foundation for a more just society.
Any student can learn and benefit from education. Schools should therefore adapt to
the needs of all students.Despite many efforts geared to successful implementation
of inclusive education in public primary schools in Kenya, there are still numerous
challenges facing this area. Students who have learning disabilities find it extremely
challenging to enjoy their rights to education because of their conditions. Many find
it difficult to fit into the normal school environment, hence making the process of
learning even more difficult. As a result many of them drop out of the school
system. The purpose of this study was to investigate the challenges facing
implementation of inclusive education programme in public primary schools in
Mwea East in Kirinyaga County District. The study was guided by four research
objectives including establishing the types of special need pupils in the district,
determining the challenges faced by teachers in implementing inclusive education,
determining resource needs for implementation of inclusive education and
comparing performance of the special need pupils with the rest. The literature
review shed light on the various aspects of inclusive education inside and outside
classroom environment and involvement of teachers in this type of programme. The
study targeted the school heads and teachers from all the 66 public primary schools
in Mwea East District and applied simple random sampling technique to select
schools, and then purposive sampling was used to select head teachers and teachers.
Questionnaires were used to collect data. The study revealed that there are learners
with different kinds of special needs in education in this district and an acute
shortage of teaching and learning resources to cater for learning disability in
inclusive settings. The findings also revealed that the teachers who are present in
inclusive classrooms lacked adequate training and qualifications to handle students
with learning disabilities. Performance of special need students was also relatively
poor. We can therefore conclude that implementation of inclusive education is a big
challenge in this district. Based on these findings the following recommendations
can be made; The Ministry of Education should consider increasing the availability
of special needs courses, workshops and conferences for teachers in public primary
schools who are working with students with learning disabilities in inclusive
settings. The government should also consider providing more funding to improve
the infrastructure such as buildings, washrooms, playground and ramps to cater for
learners with special needs. A similar study should be replicated in various parts of
the country so as to get a better picture of the status of inclusive education
programme in public primary schools in Kenya.Curricula should be developed with
methods of assessment that must include a variety of strategies to accommodate
learners with special educational needs. Teachers should take courses that will
enable them to cope with the demands for inclusion of learners with special
educational needs in school.

xi
 CHAPTER ONE

INTRODUCTION

This chapter consists information on background to the study, statement of the

problem, purpose of the study, objectives and the research questions as well as its

significance. Further, it focuses into issues limiting and delimiting the study, scope

and assumptions that will be made during the study. Theoretical and conceptual

frameworks are also presented.

1.1 Background to the Study

Education is an important investment that any country must make. Enhancing

accessibility to education services is significant in the development of a nation

(World Bank, 1993). This is because education positively affects socio-economic

behaviour such as productivity, living standards, health and demographic

characteristics of any population. It also opens many opportunities in the society

such as better chance to lead healthy and productive lives, nurturing and building

strong families, participating fully in civic affairs, moulding morals, creating culture

and shaping history. It is a solid foundation for progress and sustainable

development. Education is an inherent human right and critical step towards

dismantling the gender discrimination that threatens all other rights. It also catalyzes

freedom and democracy within and beyond borders as an agent of international

peace and security (UNICEF, 2000). Okech (1993) observed that, it is societal

obligations to include everyone in their education system regardless of their needs

and capacity (inclusive education).

1
Importance of education to society was supported more by the United Nations

declaration proclaiming the right to education for all in 1948 (UN, 1948).

Subsequently, education ministers in Africa met in Addis Ababa in 1961 and

resolved that there should be universal primary education (UPE) and eradication of

illiteracy in Africa within twenty years (UN Commission for Africa and UNESCO

1961). Unfortunately serious political and economic setbacks in Africa at the time

deterred the implementation of the Addis Ababa proclamation in the 1970s and

1980s dragging illiteracy eradiation in Africa.

The debate about inclusive education is a topic of educational interest throughout the

world. The Salamanca World Conference on Special Needs Education endorsed the

idea of inclusive education (UNESCO, 1994). A new action framework was adopted

whose guiding principles suggested that ordinary primary schools should

accommodate all learners regardless of their physical, intellectual, social, emotional,

linguistic or other conditions. In this case learners with special needs and or

disabilities spend most or all of their time with other learners. This allows all

children to participate in learning activities in one school without having separate

special schools or classrooms for learners with special needs or disabled. Many

countries in Africa have adopted inclusive education policies in their education

systems. Emphasis has been given on policy options from integration to inclusive

schools that serve all the children in a community.

Although the concept of special education has been around for more than a decade,

special education in Kenya had not embraced the philosophy until recently

(Arbeiter, 2002; Wamae and Kangethe, 2004). The government of Kenya is

2
committed to achieving education for all of its citizens and providing education as a

fundamental right to children. This is emphasized in the Childrens Act 2010, Laws

of Kenya (GOK 2010). Inclusive education is one of the governments strategies for

achieving education for all. The Kenyan government has documented inclusive

education in its policy framework and has provisionally projected availability of at

least one special need education unit in every institution of learning by the year 2015

(MOEST, 2005). Implementation of inclusive education requires considerations of

policy matters, legislation reform, financial resources, human resources,

infrastructure resources and intellectual resources. The question is whether this is

achievable in a country where material resources required for this undertaking are

limited, given that inclusion requires adjustment of structures to fit the needs of the

learner (Adoyo, 2005).

In Kenya, a significant number of children have learning challenges. These are the

physically, mentally, emotionally and socially challenged or disabled. Despite the

expansive sensitisation and mobilisation programs initiated to ensure equal and

humane treatment of such children, biases and stigmatisation still persist.

A report from Mwea East District Education Office (2010) showed that in all the 66

public primary schools in the district, inclusive education is being implemented

though there is high dropout rates and low graduation rates. Therefore, effective

implementation of inclusive education in Mwea East district in Kirinyaga County is

a matter of concern. It is therefore necessary to determine the status of inclusive

education in the district in terms of staffing, resources and academic achievement of

the included learners. This would help in strategizing efforts to improve

implementation of inclusive education in the district.

3
1.2 Statement of the Problem

The government of Kenya attaches a lot of importance to education and its role in

the present and future development of this country. It is in line with this that it has

made efforts to promote the education of learners special needs in Kenya. Education

programs have been implemented to take into account the diversity of learners with

special needs. Efforts have been made to integrate them into regular schools. Despite

these efforts, implementation of inclusive education has not been successful. Many

challenges including limited human and infrastructural resources may be hindering

this noble effort. Data on numbers and types of the special needs learners is also

limited or not available at all. This makes it hard for education stakeholders to plan

and implement inclusive education. In addition, successful implementation of any

program requires monitoring and evaluation of activities in order to give necessary

recommendations for improvement.

1.3 Purpose of the Study

The purpose of the study is to identify the challenges facing implementation of

inclusive education in public primary schools in Mwea East district, Kirinyaga

County, Kenya

1.4 Objectives of the Study

The research objectives were;

1. To establish types of special needs pupils in public primary schools in Mwea

East District.

2. To determine challenges faced by teachers in implementing inclusive education

in Mwea East District.

4
3. To find out resource needs for effective implementation of inclusive education in

Mwea East District.

4. To determine performance of pupils with special needs in Mwea East District.

1.5 Research Questions

The research questions in this study were;

1. What are the types of special needs pupils in public primary schools in Mwea

East District?

2. What challenges are faced by teachers when implementing inclusive education

in public primary schools in Mwea East District?

3. What resources are available for implementation of inclusive education in

public primary schools in Mwea East District?

4. How do learners with special education needs perform compared with regular

learners in Mwea East District?

1.6 Significance of the Study

Inclusive Education plays an important role in achievement of Education for All,

Millennium Development Goals and Kenyas development blue print, Vision 2030.

The study sought to assess implementation of inclusive education in Mwea East

District in Kirinyaga County. The data from the study will give the current status of

numbers and types of special needs public primary schools in the district. It will also

give the status of infrastructural and human resources necessary for implementation

of inclusive education. The study will also document challenges that teachers face in

handling different types of special cases in regular classes. This information is

5
important for planning and executing effective implementation of inclusive

education and help in policy reforms in education sector in Kenya.

1.7 Assumptions of the Study

The study assumed that all respondents will be cooperative and will provide reliable

information. It was also assumed that selected schools were representative of the

public primary schools in the district. In addition it was assumed that time and

financial resources allocated was adequate for the entire study.

1.8 Limitations of the Study

Since time and finances available was not enough to cover all schools in Mwea East

district the study focused on public primary schools only. A randomly selected

number of public primary schools were used in the study and the findings were

generalised to all public primary schools in the district. It was not possible to cover

the opinions of parents and other stakeholders in the study district because tracing

them required considerable time, resources and other logistics.

1.8.1 Delimitations of the Study

This study delimited itself to identifying the challenges facing implementation of

inclusive education in public primary schools. Secondly, although there are several

primary schools within Mwea East District, only a few sampled schools were

involved in the study. Thirdly, whereas there are both public and private primary

schools in the district, the study was confined to public primary schools only.

6
1.9 Theoretical Framework on Inclusive Education

In social learning theory, behaviour is learned from the environment through

observation (Bandura 1977). Bandura believed that humans are active information

processors and think about the relationship between their behaviour and its

consequences. Observational learning could not occur unless cognitive processes

were at work. Children observe the people around them behaving in various ways.

Individuals that are observed are called models. In society children are surrounded

by many influential models, such as parents within the family, characters on TV,

friends within their peer group and teachers at school. These models provide

examples of behaviour to observe and imitate.

In schools, teachers and normal peers are models whom learners with special needs

are most likely to observe and imitate. Teachers can teach routine information,

skills, and problem solving strategies, moral codes, general rules, principles,

performance standards and creativity by modelling. They can teach children to

formulate goals that are achievable and reaching a personal goal is reinforcing.

Learners with barriers can learn from their able peers by watching them engage in

behaviours and achieving certain goals. Including learners with special education

needs in a regular classroom may enable them to learn many skills and other forms

of classroom behaviour by observing and imitating their peers and teachers in an

inclusive setting.

The response of the teacher and able peers to imitation by learners with special

needs either reinforces or deters them. If a special needs child imitates another

learners behaviour and the consequences are rewarding, the special needs child is

7
likely to continue performing the behaviour. For example, if a teacher sees a child

with special needs answering a question and says very good, this is rewarding for

the learner with special needs and makes it more likely that he/she will repeat the

behaviour. His/her behaviour has been reinforced. Otters (1954) assert this by

suggesting that the effect of behaviour has an impact on the motivation of people to

engage in that specific behaviour.

Reinforcement can be external or internal and can be positive or negative. If a child

wants approval from teachers or peers, this approval is an external reinforcement,

but feeling happy about being approved of is an internal reinforcement. A child will

behave in a way which he/she believes will earn approval because it desires

approval. The learner will also take into account of what happens to other learners

when deciding whether or not to copy someones actions.

8
1.10 Conceptual Framework

Inclusive Education
Policy Development

Flexible
curriculum Resources

Implementation of inclusive
Teacher training education in teaching and Parent /guardian
learning involvement

Improved pupil performance

Figure 1.1: Conceptual Framework on Implementation of Inclusive Education

The conceptual frame work in this study has independent variables such as inclusive

education policy, curriculum, teacher training, resources and parent involvement

which can be controlled to influence the success of inclusive education

implementation which is the dependent variables. For example, a parent can be

involved through provision of resources which would influence the teachers attitude

positively making them teach effectively. Teachers qualification may affect his/her

attitude in that a teacher with the knowledge of how to handle learners with special

need in education will have no problem teaching because he/she has skills on how to

teach them. This would also affect performance positively. Availability of resources

such as Braille, hearing aids is also important to teaching learners who need

assistance in hearing and reading. All these factors can contribute to successful

inclusive education for children with special education needs.

9
1.11 Definition of the Central Terms

Challenges: Challenges are difficulties experienced by implementers of inclusive

education when they teach learners with special needs together with regular learners.

Disability: This refers to permanent shortcomings in a persons make-up or

constitution and is usually congenital or caused by a detrimental factor such as

illness or accident. Disability may be sensory, physical, mental, intellectual or

multiple disabilities. Other forms are numerous and include epilepsy, autism and

various forms of communication and behavioural disorders.

Inclusive education: Inclusive education is where students with special educational

needs learn and spend most or all of their time with non-disabled learners. The

regular classroom teachers develop skills that allow them to meet the range of needs

of diverse learner population.

Integration: Integration pertains having learners with special needs in education

participating in age-appropriate activities with regular classroom learners during

non-academic subjects. It implies that the learners adapts to the school environment

rather than the school environment meeting the individual demands of the learners.

Intellectual impairment: This refers to learners who have intellectual barriers.

Emotional problems include anxiety, nervousness, depression and tension.

Behavioural problems may be attention seeking behaviour, talking out of turn to

most disruptive and aggression. Manifestations include thieving, truancy and similar

social problems. Educationists recognise at-risk learners, underachievers, and

disadvantaged learners.

Learning disability: This refers to difficulties in learning. These include difficulty

with concentration and may be dyslexic. Children with learning disability may have

difficulty in one or more than one subject or certain sections of a given subject.

10
Socio economic factors: These are variables such as environment deprivation,

alcoholism and drug abuse, lack of adequate education in the homes and poor social

structures which disadvantage the learner.

Regular learner: Regular learners are learners who have no disabilities in a class.

11
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1 Introduction

The literature review presented support the hypothesis that many challenges such

insufficient funding, inadequate teachers knowledge on inclusive education,

negative attitude towards people with disabilities, curriculum, poverty and socio-

economic factors hinder effective implementation of inclusive education. These

factors are likely to influence implementation of inclusive education in the target

district.

2.2 The concept of Inclusive Education

Inclusive education is the practice of teaching special education needs students

alongside their normal peers in regular classroom settings, instead of segregating

them in special classrooms. The principle of inclusion is based on the idea that every

child has a right to belong and to be included in the school community. According to

UNESCO (2007), inclusive education should focus learner with all types of special

needs.

Kauffman (1995) posits that the philosophy of inclusive education is focused on

educating all learners in the same classroom. Each students unique needs are

supposed to be met through adaptation of equipment, specialized instruction and

personnel. The school accommodates all learners regardless of their physical,

intellectual, social, emotion, linguistic and other conditions (UNESCO, 2003).

Inclusive education looks further at how to transform the system in order to respond

to diversity of learners. The emphasis is on reviewing schools and the system then

12
changing them to accommodate all learners rather than changing the learners

(Kristensen, 2002).

2.3 Learners with Special Needs

Although every individual has unique characteristics, most of these characteristics

are common to most people and hence considered normal. A few individuals lack

one or more of these common characteristics hence considered special in reference

to the particular character(s). Normal is used to refer to what is ordinary, as in what

people expect. In education special needs are conditions or factors that may hinder

an individuals normal learning participation and development. They may be

temporary or lifelong. The conditions that may hinder progress of an individual may

include disability, social, emotional, health or political difficulties. The factors can

be within the learner or in the environment or a combination of both (Mwaura and

Wanyera, 2007).

According to Stubbs (2008) and Mwaura and Wanyera (2007), learners with special

needs are those vulnerable to discrimination, marginalization, isolation and

exclusion to education. UNESCO (2007), recognises the following types of special

needs whose educationist should focus on; Orphaned and Vulnerable Children

(OVCs), physically challenged, children infected and/or affected by HIV and AIDS,

those discriminated because of gender, culture and religion, adult learners, out-of-

school youth, those in ASAL/ marginalized areas, street families, nomadic children

and adolescent mothers. Students with these kinds of special needs are likely to

benefit from additional educational services such as different approaches to

teaching, use of technology, a specifically adapted teaching area, or resource room.

13
2.4 Implementation of Inclusive Education

The focus in this section is on challenges in implementing inclusive education.

Research evidence seems to suggest that there are many problems which inhibit the

successful implementation of inclusive education. Contrary to the popular belief,

inclusive education is much more than placing learners with barriers to learning and

development in single inclusive system that is responsive to the diverse needs of all

learners. Previous studies have identified inappropriate curriculum, poor

stakeholders attitude, lack of or inadequate resources, poor teachers training, stress

and lack of parent and community involvement as key challenges in implementation

of inclusive education.

2.4.1 Curriculum

The curriculum offered in inclusive education should be all-encompassing and

extensive both in content, methodology and evaluation process thereby recognizing

and valuing the rich diversity of the school population in the learning and teaching

process. Inclusive curriculum should affirm the life experiences of all students,

regardless of gender, place of origin, religion, ethnicity and race, cultural and

linguistic background, social and economic status, sexual orientation, age, and

ability/disability. It should create a learning environment that reflects and validates

the diversity and complexity of different personal experiences. It should emphasize

the strengths and at the same time accommodating the needs of all children in a

classroom. According to Kochung (2003), Kenyan curriculum is highly centralised

with structures specifying students desirable learning outcome, which are reinforced

by examinations to measures them. The curriculum is not designed on the basis of

flexibility and tends to be content-heavy (Kochung 2003). This kind of curriculum

14
does not fit well in inclusive school system. A rigid curriculum tends to exclude

students with special educational needs and marginalize them from mainstream

education. Nevertheless, it is not easy to limit the scope of inclusive education to be

included in the curriculum. As a result, designing teaching materials that cover

students' diverse needs and cultural backgrounds is problematic. Jonsson (1994)

stresses the need for a process based flexible curriculum.

The Kenyan primary school teachers training curriculum has no course on special

education. As such most primary school teachers do not have knowledge and

pedagogical skills for teaching children with special needs, except those trained in

Kenya Institute of Special Education (KISE). According to Jones (1986), teachers

with adequate understanding of the nature of exceptionality of learners with special

education needs are potentially more capable in teaching them. He argues that

regular teachers without inclusive education experience are apprehensive about

having learners with special needs in their classroom.

2.4.2 Attitude towards Learners with Special Needs

Research has shown that parents attitudes affect success of inclusion. However,

their attitudes have been shown to be more favourable when they are allowed to give

input decision making process (Lewis, Chard and Scott, 1994).Vague understanding

of the purpose and the benefits of inclusion of exceptional children on the part of the

parents can be a main reason for holding negative attitudes towards inclusion (Green

and Shinn, 1995).

15
For example, people without of knowledge about disabilities are often

uncomfortable in presence physically challenged and always avoid their contact

where possible. According to Westwood (1997), peers tend to accept of children

with disabilities more when they better understand the nature of the disability.

Therefore lack of understanding of disabilities escalates negative attitude towards

the handicapped. This hinders learning by copying and imitation. Successful

implementation of inclusive education requires positive attitude among parents,

pupils, and teachers and to the whole society.

2.4.3 Resources

The term resources in the context of education refer to material and human resources

available within the school to facilitate teaching and learning processes. A school

with learners with special needs requires special resources to cater for their needs.

In addition, different types of special needs require different types of resources.

Since inclusive education is a new phenomenon in Kenya, there is a serious shortage

of these resources in terms of facilities, qualified staff, learning materials and

absence of support.

Developing countries typically lack adequate resources to fund education (UNESCO

1990). In Kenya, the limited resources were further stretched by introduction of free

primary education in 2002, which increased in number of pupils in formal public

primary schools from 5.9 million to 7.2 million in one year. This came with many

challenges relating to conditions of schools such as overstretched facilities,

overcrowding in schools, high pupil-teacher ratio in densely populated areas. This

compounded challenges of inclusive education such as high cost of special

equipment, diminished community support following their misconstrued role vis--

16
vis that of government in the implementation of FPE, gender and regional

disparities, increased number of orphans in and out of school as a result of

HIV/AIDS and internal inefficiencies (MOEST, 2005). As such the funds provided

by the government for Free Primary Education, Most Vulnerable Children and

Special Education Needs are barely enough to run even a regular primary school and

Mwea East District is not an exception.

2.4.4 Teacher Training

Teachers are the primary resource for achieving the goal of an inclusive education

and training system. It must therefore be in the interests of education that teachers

are adequately trained for new demands in education. Landsberg (2005) asserts that

for inclusive teaching, teachers need systematic and intensive training, either as part

of their initial training, or as well-planned in-service training by competent and

experienced people. Being the focus of classroom instructional activities and

curriculum delivery, a teacher is a critical determinant of the quality of education

offered (Jonsson, 1994). According to Mcdonnel (1997), teachers require

information that could broaden their understanding and appreciation of learners with

special needs. For example, information on how to identify learning difficulties and

how to adapt the environment and instruction to accommodate the learners special

needs.

At the moment teachers in Kenya have minimal formal training in respect to the

implementation of inclusive education from pre-service or in-service. The number of

teachers trained in special education is minimal (Gichura, 1999; Muchiri and

Robertson, 2000; Oriedo, 2003). Often, the few teachers trained in special education

lack confidence in their ability to instruct students with exceptional needs (Moocher
17
and Robertson, 2000).Many teachers do not feel adequately prepared to understand

and cope with the multitude of demands required to handle learners with special

needs. This is because of lack of adequate and effective training. Successful

implementation of an inclusive system requires that educators are committed and

supported within-service training. Thus, change needs a long term commitment to

professional development (Swart et al. 2002).

In Kenya special education training is often fragmented, uncoordinated and

inadequate. Teachers are inadequately trained to deal with students hailing from

heterogeneous cultural setting. Teaching students issues related to inclusiveness in

all walks of live requires a special skill, which can be acquired through a specific

training program. For instance, it takes a special effort to teach students how to

appreciate differences in culture, race, ethnicity and religion if the students come

from belief systems and cultures where exclusiveness and homogeneity are highly

respected and valued, and ethnocentricity is culturally rooted.

2.4.5 Stress Factors Inhibiting Job Fulfilment

A stressor may be described as a factor that emanates from the environment, acts

upon an individual and results in one or more of emotions such as low morale,

negativity and lack of commitment. Moen et al. (2003) assert that though we exist in

the present, we unavoidably bring with us our past, which is always part of our

present. Some of this is conscious and accessible to our memory but, there is too,

that which is unconscious and buried and the two remain indissolubly linked

(Moen et al. 2003).As we exist in the present, we also bring the future, which is

included because our acts in the present have a purpose, and point into the future.

Rather than each being a different reality, the past, present and future are
18
interwoven. It follows then that our educators as they are in the present, bring with

them their individual experiences of a past education system, memories of their own

schooling, their socio-cultural perspectives and experiences peculiar to the Kenyan

context.

Kenyan teachers have been subjected to a trajectory of forces of developments in

society and in education, and they now find themselves in a new and inclusive

education system. This has inevitably brought with it, stress and adjustment issues

for many educationists. Educators though diverse in background, competency and

plurality, hold closely similar desires and expectations for their learners, and for

their own imagining of themselves as professionals. Differences in the mediation of

the curriculum are dependent upon the learner, the educator and the availability of

resources in the school. Occupational stress for teachers especially significant is that

it may not only affect teachers, but may have a negative impact on their learners and

the teaching profession as well (Engelbrecht et al. 2005). Therefore, it is important

that the stressors in the lives of teachers be identified and understood. Little has been

written about the effects of stress factors for educators: class size, unsafe learning

environment and administration factors.

2.4.6 Lack of Parent and Community Involvement

Implicit in the philosophy of inclusive education is the significance of the role that

parents hold in making decisions about their children and in the support of the

children through their education (Engelbrecht et al. 2005). Shared ownership among

educators, administrators, parents and learners; the shared responsibility for

nurturing the development of all learners, and making sure all needs are met is a

critical element in inclusive schools. Parents are a central resource as primary care
19
givers of their children in the education system. Parents are considered partners with

teachers and other professionals in ensuring appropriate education for children

(Engelbrecht et al. 2005).

There are diverse understandings amongst parents on their involvement with

teachers in schools (Engelbrecht et al. 2005). In many instances the positive

involvement has facilitated the education of a child with barriers, through

communication, commitment, equality and respect for successful relationships, in an

inclusive school. It is also the experience of many educators, that many parents are

neither willing, nor able, due to a variety of reasons, to support their children in the

schooling situation. This provides enormous stress for teachers in addressing the

needs of all learners in their large classes. The result is that special need learners lag

behind. Shared ownership and better understanding among professionals, parents

and learners for inclusive education is critical though not the only determinant for

successful inclusive schools. Parents can be very instrumental in the success of

inclusionary placements for their children (Reichart et al.1989, Laurel et al. 2002).

They can collaborate with schools and community members to create and support

inclusive education programmes and encourage other parents to support inclusive

programmes. Parental involvement in schools is related to childrens increased

academic achievement (Bronfenbrenner 1974, Laurel et al.2002). Intervention

strategies were more effective in improving academic performance than those where

parents are not included (Laurel et al.2002).

20
2.5 Summary

This literature review confirms the recognition of learners with special needs and

necessity of their inclusion in mainstream schools. Challenges facing educators in

implementation of inclusive education have also been highlighted as identified in the

past studies. These challenges include insufficient funding, inadequate teachers

knowledge on inclusive education, negative attitude towards people with disabilities,

curriculum, poverty and socio-economic factors hinder effective implementation of

inclusive education. The study thus wants to establish whether these challenges

apply in Mwea East District in Kirinyaga County. Review of related literature didnt

reveal all the aspects of the challenges for example the level of teachers knowledge

on inclusive education.

21
 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

This chapter presents the method that was used in collection of data pertinent in

answering the research questions. The chapter comprises the following sub-topics:

research design, target population, research instruments, the sample and sampling

procedure, data collection procedures and data analysis procedures.

3.2 Research Design

The study adopted descriptive survey design to obtain information needed for the

study as opposed to complete enumeration approach. According to Mugenda and

Mugenda(1999) descriptive survey is recommended in obtaining information that

describes existing phenomena by asking individual about their perceptions,

opinions, attitudes, behaviour and values. The design saved time and labour since

only part of the population was under study, reduced cost in terms of money and

also broadened the scope of the study through estimation.

3.3 Study Locale

The study was carried out in Mwea East District, Kirinyaga County of Kenya. Mwea

East District experiences low rainfall for conventional agriculture and therefore the

main agricultural economic activity is rice farming by irrigation. Education

institutions in Mwea East District include primary schools, secondary schools and

tertiary colleges. Mwea East District was chosen because of relatively high poverty

incidence in the county, 42% as compared to 25% in entire Kirinyaga County. The

22
poverty index of the district comparable to the national average of 45% (KNBS

2010), making a good national model scenario other things held constant.

3.4 Target Population

The study targeted all teachers in the 66 public primary schools in the district. This

is because teachers are key implementers of inclusive education. The district has an

approximate of 1200 teachers.

3.5 Sample and Sampling Techniques

A sample size of 10% of the target population (teachers in the district) was used in

the study. This was guided by Gay et al.(1981) observation that such a sample is

adequate for generalization to the target population in descriptive studies. Multistage

sampling technique was used to select respondent teachers. Using simple random

sampling technique sample of twenty seven public primary schools was taken from

the three zones; nine schools for every zone (Table 3.1). All the schools in the three

zones were given a number then using the simple random sampling technique the

researcher picked nine schools from each zone. In the schools, purposive sampling

technique was used to select the respondents; the head teacher, two upper and two

lower primary school teachers. A total of 135 teachers were selected (27 head

teachers and 108 teachers) which represent 11% of the teacher population in the

district (Table 3.1).

23
Table 3.1: The zones and respondents from each zone
Zone Schools Head teachers Teachers Total

Thiba 9 9 36 45

Mutithi 9 9 36 45

Murinduko 9 9 36 45

Total 27 27 108 135

3.6 Data Collection Instruments

Data was collected using questionnaires as the main instrument. When properly

administered, questionnaires are the best instruments for obtaining information from

wide spread sources or large groups simultaneously Mills (2000). According to

Orodho (2009) a questionnaire has the ability to collect a large amount of

information in a reasonably short time. In addition, the respondents have adequate

time to give well thought answers (Kothari, 1990). The questionnaires given to the

head teachers were mainly objective and structured. They focused on issues

concerning the challenges faced by the schools in implantation of inclusive

education. The questions wanted to get the head teachers objective perception

regarding inclusive education in their schools. The teachers questionnaire dealt with

their experience teaching in an inclusive environment class, their knowledge of

inclusive education, types of special needs and challenges they face in teaching

inclusive class.

3.7 Pilot Study

The questionnaires were pre-tested in a sample of purposively selected teachers who

were not used in the main study. The purpose of pre-testing was to help the

researcher to establish validity and reliability of the instruments. This was for

24
instance to ensure that all questions were clear and had the same meaning to all

respondents, the space to write responses was sufficient, and also to assess the time

taken to administer the instruments.

3.7.1 Measure of Reliability

Reliability of the study instruments was assessed by estimating the degree to which

the same results were obtained with a repeated measure of accuracy of the same

concept in selected respondents. Reliability of measurement concerns the degree to

which a particular measuring procedure gives equivalent results over a number of

repeated trials (Orodho, 2009). School head teachers and teachers from four schools

that were not to be used in the main study were selected to pre-test reliability.

Second re-test was done with the same respondents after two weeks (Mugenda and

Mugenda, 1999) in order to give a comparison of answers two pre-test and improve

the questions. Completed questionnaires from the two trials were analysed manually

and spearman rank order correlation was used compute the correlation coefficients

(r). After piloting the head teachers questionnaire correlation coefficient (r) was

0.78 and the teachers questionnaire correlation coefficient (r) was 0.81.

3.7.2 Content Validity

The degree to which results obtained from the study actually represent the real

phenomenon was ensured by pilot study, which helped in improvement of the data

collection instruments. The questionnaires were also discussed with supervisors

other professionals in education sector and their recommendations were adopted in

the final questionnaires. Random selection of schools and respondent teachers within

the schools also ensured that the information collected was representative of the

target population in the district and by extension similar districts in the country.
25
3.8 Data Collection Procedures

A permit for data collection was acquired from the permanent secretary of Ministry

of Education before data collection. In the school, the head teacher was explained

the purpose of the study and its importance in education sector in Kenya. Two

teachers from lower primary and two from upper primary were randomly selected

also explained the background of the study and issued with the questionnaires and

instructions. The respondents were given a period of one week to fill the

questionnaires. By end of the first week, about 50% of the questionnaires had been

returned. The respondents were reminded by telephone calls or emissaries. After one

month, a satisfactory 66% (89 out of 135) of the questionnaires had been returned.

This included 62 teachers and the 27 head teachers.

3.9 Data Analysis and Presentation

Questionnaires were screened for accuracy and completeness by checking and

making sure that all the questions touching the objectives were answered. Code

frames were prepared for the open-ended questions which were randomly coded by

selecting ten questionnaires from head teachers and fifteen questionnaires from

teachers respondents. Manual editing of the questionnaires ensured that the

information was in the correct format for data entry. This included checks on the

presence of missing response, leading zeros in quantity fields and full details of

sample point. Data was recorded in SPSS version 20. The data was then

comprehensively edited in SPSS to ensure logical consistency of the information as

well as completeness. Any discrepancy revealed was checked against the original

questionnaire. Descriptive statistics were carried out for the various variables (i.e.

both quantitative and qualitative).

26
3.11 Logistical and Ethical Considerations

The researcher sought permit from the Ministry of education to conduct research in

the district. When distributing the questionnaires to the sampled respondents the

researcher ensured the subjects remained anonymous. Cover letters were affixed to

the questionnaires explaining the nature of the study and assuring the respondents of

confidentiality.

27
 CHAPTER FOUR

RESULTS, DATA ANALYSIS AND DISCUSSION

4.1 Introduction

This chapter presents the research findings based on objectives of the study. These

objectives were;

1. To investigate types of special need pupils in public primary schools in Mwea

East District.

2. To determine teachers challenges in implementing inclusive education in Mwea

East District.

3. To find out the resources needed in implementation of inclusive education in

Mwea East District.

4. To determine performance of pupils with special needs in Mwea East District

The study adopted descriptive survey research design and targeted all the head

teachers and teachers in Mwea East district in Kirinyaga County.

4.2 Background of the Respondents

The eighty nine (89) teachers who returned the questionnaires included 62 teachers

and 27 head teachers. The head teachers also taught subjects in the schools and

therefore also gave information about types of special needs, resources limitations,

challenges and performance of special need learners. Majority of the respondents

were upper primary class teachers especially in consideration that head teachers also

teach upper primary classes. This information is presented in Table 4.1 below.

28
Table 4.1: Distribution of the respondents in categories of classes
Classes taught Frequency Percent (%)

Lower primary 16 18

Upper primary 46 52

Head teachers 27 30

Total 89 100

4.2.1 Subjects Taught by Respondents

The respondents taught different subjects offered in the public primary schools in

the district. Primary school teachers in Kenya teach different subjects and therefore

the tally of the number of teachers teaching a subject is higher than the number of

respondents as shown in Table 4.2. Most of the respondents teach combinations of

science and mathematics, English and social studies, Swahili and CRE.

Table 4.2: Subjects taught by respondents

Subject taught Frequency
Mathematics 17

English 24

Kiswahili 18

Science 27

Social Studies 14

C.R.E 15

Creative Arts 26

P.E 2

P.P.I 15

29
4.2.2 Academic Qualification and Special Education Training

All respondents have professional qualifications to teach primary school level as

indicated in Table 4.3. A quarter of them are qualified to teach secondary level since

they have attained a Bachelor of Education Degree but have not secured deployment

by Teachers Service Commission thus they remain in primary schools. However,

60% of them have no training on special education or handling inclusive education

classes although almost all teachers (94%) have heard about inclusive education

from different sources as presented in Figure 4.1. Lack of special education training

is a major drawback in implementation of inclusive education since teachers are the

focus of the classroom instruction activities and curriculum delivery (Jonsson,

1994). For a teacher to implement inclusive education effectively he/she requires

information that could broaden their understanding and appreciation of learners with

special education needs (Mcdonnel, 1997). Therefore at any given time, 60% of

teachers would not be effectively teach learners with special needs in the district.

Table 4.3: Teachers qualification in sampled primary schools in Mwea East

District
Qualification Frequency Percentage (%)

Bachelor of Education 15 24.2

Diploma in Education 14 22.6

Primary Teacher 1 26 41.9

Primary Teacher 2 2 3.2

ATS 1,2,3,4 5 8.1

30
Figure 4.1: Respondents source of knowledge of inclusive education

4.2.3 Schools Inclusive Education Policy

An inclusive policy for a school should be a concise formal statement of principles

which indicate how the school will act in area of its operation in relation to provision

of inclusive education. A policy provides stakeholders of the school with the formal

way of operating in relation to inclusive education. The results show that 56% of the

head teachers who responded had a school policy on inclusive education as shown in

Figure 4.2. This implies that many schools in the study district do not have an

inclusive education policy which should act as a guide to the educator and other

stakeholder in the implementation of inclusive education. Therefore the government

policy on inclusive education has not been cascaded to many schools which are the

agents that should implement the policy.

31
Figure 4.2: Schools with a Policy on Inclusive Education

Two types of policy statements were reported by different head teachers whose

schools had an inclusive policy as presented in Table 4.4. The policy statements are

in line with Kenya Special Needs Education (SNE) framework policy statements

Enforce equal access and inclusion of persons with special needs and disabilities in

education and training programmes at all levels (MoE, 2009).

Though most schools were reported to have an inclusive education policy the

respondents had a different perception of what it means. Table 4.4 below shows the

perceived meanings of inclusive education policies in different schools by the

respondents. Nineteen percent of the respondents reported that their school inclusive

education policy stated no discrimination based on disability in a learning

environment and 37% reported that their inclusive education policy stated education

for all.

32
Table 4.4: Perceived meaning of inclusive education policies in different
schools.
Perceived meaning of inclusive education policy Freq. Per cent

No discrimination based on disability in a learning environment 5 19

Education for all 10 37

No policy 12 45

Total 27 100

4.3 Types of Special Needs Pupils in Public Primary Schools in Mwea East

District

According to Stubbs (2008) and Mwaura and Wanyera (2007), learners with special

needs are vulnerable to discrimination, marginalization, isolation and exclusion to

education. This suggests that there are many special need pupils enrolled in primary

schools in Mwea East district. According to the findings of this study special needs

pupils enrolled in primary schools in Mwea East district include orphaned and

vulnerable children, children with disabilities, children with HIV/AIDS, out of

school youths, children from streets, adolescent mothers and children discriminated

because of gender, culture and religion. This information is presented in Figure 4.3.

This information corresponds with Abbrings and Meijer (1994) that many students

with similar disabilities are enrolled in regular schools worldwide. It is therefore

important to implement the special needs education policy to ensure effective

learning of these learners.

33
 35.0%
31.3%
30.0%

25.0%
Respodents (%)
20.3%
20.0% 17.2%
15.0% 12.5%

10.0% 7.8%
6.2%
4.7%
5.0%

0.0%
Orphaned and Children with Children with Out of school Children from Aldolescent Children
vulnerable disabilities HIV/AIDs youths streets mothers discriminated
children because of
gender, culture
and religion

Figure 4.3: Types of special needs pupils as identified by respondents in Mwea

East District in Kenya

All the respondents reported there were learners with special needs in their schools.

From the information gotten from the head teachers questionnaire it was reported

that special needs population was low in primary schools in Mwea East District. The

analysed data revealed seven main types of special need learners as reported by the

respondents. According to Seven main types of special need learners were reported

by the respondents. Out of the total number of special needs pupils, they were

classified according to the following percentages namely; orphaned and vulnerable

children (31.3%), children with disabilities (12.5%), children with HIV/AIDS

(17.2%), out of school youths (7.8%), children from streets (20.3%), adolescent

mothers (4.7%) and children discriminated because of gender, culture and religion

(6.2%). This is a challenge because to accommodate each type of special need

requires different learning and instructional needs. Different exceptionalities have

different learning and instructional needs. Accommodating these different needs can

be a challenge. At the same time, it is important to keep in mind that children are not

34
only learning, but they are rapidly developing over their 8 years in school. This

includes physical, social, emotional and cognitive development. For example,

children with learning disabilities may need intensive and specialized instruction to

address reading difficulties which can best be delivered outside of a normal

classroom. But the reading disabled child may be developing normally with respect

to their physical, social, emotional, and cognitive growth. Children who are

developmentally delayed, autistic, or who lack appropriate social skills may benefit

from the modelling that takes place in a regular classroom. At the same time

techniques such as Intensive Behavioural Intervention, an instructional technique

that can have dramatic benefits for children with autism cannot be delivered in the

regular classroom.

4.4 Special needs Students Challenges Encountered by Teachers in

Implementing SNE

Table 4.5 below presents the Special needs students challenges encountered by

teachers in implementing SNE

Table 4.5: Challenges faced by teachers in implementing SNE

Special needs students challenges Responses (n) %

Barriers related to diversity e.g. socio economic factors. 17 40.5

Intellectual barriers (Low intelligence). 13 31.0

Behaviour disorders. 6 14.3

Learning disabilities e.g. dyslexia, dyscalculia, perceptual 6 14.3

disabilities.

Total 42 100

35
The head teachers reported that challenges related to diversity such as social

economic factors are the greatest students challenges encountered by teachers in

their schools which comprised of 17 (40.5%) as revealed in Table 4.5. This is in

contrast to a national-wide study in 27 schools by Mwangi (2013) in which socio-

economic challenge was ranked third after poverty and absenteeism. In Mwangi

(2013) poverty was considered separately but since it is a socio-economic factor, the

results in principle agree with this study that the socio-economic factor is the biggest

challenge to educators in implementation of SNE. Other challenges faced by

teachers in implementing SNE are presented in Table 4.5 which include Intellectual

barriers (Low intelligence) constituting of 13 (31.0%), behaviour disorders

comprising of 6 (14.3%) and Learning disabilities e.g. dyslexia, dyscalculia,

perceptual disabilities which comprised of 6 (14.3%).

4.5 Category of Special Needs Learners Effectively Catered for in Schools

Table 4.6 below reports the category of special needs learners whom the head

teachers are able to cater for effectively. The head teachers ranked orphaned and

vulnerable children as the special needs cases which their schools can best cater for.

This probably because the orphaned and vulnerable children are also the highest

number of special need cases in the schools and they dont have learning disabilities.

36
Table 4.6: Category of special needs learners effectively catered for by head
teachers
Special need Response
Frequency Per cent
Orphaned and Vulnerable Children 9 33

Children with disabilities 5 19

Out-of-school youth 4 15

Adult learners 3 11

Children discriminated because of gender, culture 2 7

and religion

Children from streets 2 7

Children with HIV/AIDS 1 4

Adolescent mothers 1 4

Total 27 100

Table 4.6 above shows 9 (33%) of the respondents reported that orphaned and

vulnerable learners are the ones they can cater for the best, 5 (19%) reported that

they would cater for children with disabilities better, 4 (15%) reported that they cater

best for out of school youth and 3 (11%) reported that they cater for adult learners

more effectively. Learners discriminated because of gender, culture and religion and

children from the street was reported by 2 (7%) of the respondents while children

with HIV/AIDS and adolescent mothers was reported by 1 (4%) of the respondents

respectively.

37
4.6 Challenges Faced in Implementation of Inclusive Education

The researcher sought to understand the challenges that teachers faced as they

implemented inclusive education. Table 4.7 shows teachers challenges in

implementing inclusive education as reported by the respondents.

Table 4.7: Teachers challenges in implementing inclusive education as

reported by the respondents
Challenges Frequency Per cent
Inadequate facilities. 10 33%

Inadequate skills and knowledge. 9 30%

Low involvement by parents. 8 27%

Negative attitude from teachers. 2 7%

Age of special need pupils. 1 3%

Total 30 100%

Table 4.7 indicates that 10 (33%) of the respondents observed that inadequate

facilities such as few classrooms was the greatest challenge to the implementation of

inclusive education. The existing facilities lack the basic technical training devices

(e.g. Braille, typewriters, hearing aids, specialized play materials). This study agrees

with a study by Muchiri and Robertson, (2000) and Oriedo,(2003) who observed

that school buildings are not accessible, making it difficult for students with physical

disabilities to attend.

Inadequate skills and knowledge was reported by 9 (30%) which postulates that

teachers teaching inclusive classes do not have sufficient skills and knowledge to

teach both regular and special education learners in the same class because majority

38
of the teachers were not trained to teach special needs pupils. Inadequate number of

SNE teachers has resulted to SNE learners to lack the specialized care they need.

The other challenges include Low involvement by parents comprising of 8 (27%),

negative attitude from teachers which constituted of 2 (7%) and age of special need

pupils constituting of 1 (3%).

The findings are in agreement with those of Kalabula and Mandyata (2003) and

Katwishi (1988) who pointed out that there were no specialist teachers in most

institutions in Africa to provide advisory services that would assist ordinary teachers

with managing the learners with special needs who were being included in ordinary

schools.

4.7 Frequency of Parents Visits to SNE Pupils

Most of the respondents reported that parents rarely visit school as presented in

Table 4.8. Most of the parents were less concerned about the progress of their

special need pupils as they rarely visited the schools. This suggests that parents are

not involved in their special needs education and learning.

Table 4.8; Frequency of parents visits to SNE pupils

Response choice Frequency Per cent %
Rarely 48 77

Never 10 16

Often 3 4

Missing 2 3

Total 62 100

39
Only a paltry 4% of parents visit schools. This corresponds with low involvement of

the parents in their children school work as presented in Table 4.9. Low involvement

of parents makes learning process hard especially for special needs pupils since

education is a continuous process. Parents are a central resource as primary care

givers of their children in the education system. Parents are considered partners with

teachers and other professionals in ensuring appropriate education for children

(Engelbrecht et al. 2005).

Table 4.9: Involvement of Parents in their Childrens School Work

Response choice Frequency Percent %

Low 43 68

Moderate 16 26

High 2 3

Missing 2 3

Total 62 100

Results also showed that a small percentage teachers (2%) have negative attitude

against inclusive education which can hindered its implementation although this

may not have a big impact since its just a small percentage. The success of the

inclusive program depends among others on the attitudes of the classroom teachers

towards the children with special needs (Anotonak and Larrivee, 1995 and Zalizan,

2000). Teachers are likely to have negative attitudes towards special need pupils

since majority of the teachers are not trained to handle inclusive classes.

40
Lastly, 3% reported that special needs pupils were older than their regular

counterparts in the classroom; some of them were indisciplined and did not want to

be punished because they felt that they were grownups.

4.8 Resource needs in Implementation of Inclusive Education in Mwea East

District

The term resources refers to material and human resources available within the

school or given to schools from the district education offices. Resources should

increase the range of options for a range of identities and differences in schools.

4.8.1 Infrastructure for Special Needs Education in Schools

According to Dyson and Forlin (1999) inclusive education requires a certain degree

of capital investment (in building and equipment) and even greater degree of

investment in human resources (Educators, Managers and administrators). Inclusive

education practices accept learners without any discrimination. The education

opportunities of learners with SEN are maximized when these learners receive

classroom support; their teachers have relevant skills and resources needed to handle

an inclusive class. The researcher sought to know whether there were adequate

resources in the regular school for successful implementation of inclusive education.

41
 100.0%
88.7%
90.0% 85.5%
80.6% 80.3%
80.0%
72.6%
70.0%
59.7%
Respodents (%)

60.0%
50.0% Adequate
Inadequate
40.0%
32.3%
None
30.0% 24.2%
19.4% 19.4%
20.0% 14.5%
8.1% 6.5% 8.1%
10.0% 3.2% 3.2%
0.0% 0.0%
0.0%
Classrooms Toilets with Water tanks Food Resource Specialized
ramps rooms equipments

Figure 4.4: Responses on adequacy of resources for implementation of inclusive

education in Mwea East District in Kenya

The finding shows that 45 (72.6%) respondents stated that their schools do not have

toilets with ramps for disabled pupils. In most schools, there were no structural

modifications made such as ramps and assisted toilets so students with physical

impairments depend on peers for accessing the toilets. This indicated how learners

with disabilities are excluded from gaining access to buildings. Ramps and slopes

should be built wherever necessary to ensure accessibility, especially for wheelchair

users. The toilets should be made user-friendly. Most disabled children in the school

should be able to move independently in the school compound and in the

classrooms.

Fifty six respondents (90.3%) stated that their schools lack special need resource

rooms Lack of resource rooms indicates that there are no specialized learning

materials for pupils with special education needs. This makes it a challenge as they

42
compete unfavourably with the regular learners. For successful implementation of

inclusive education in the schools, each learners needs are supposed to be met

through adaptation of equipment, specialized instructions and personnel (Kaufmann

1995).

Fifty five (88.7%) of the respondents reported that their schools had no adapted

playgrounds. The school should be adapted to ensure accessibility of children with

disabilities within the compound and in the school building. Infrastructure that is

meant to address needs of an inclusive environment are lacking in schools in the

study district. These findings mirror the studies by Gichura (1999), Kochung (2003),

Muchiri and Robertson (2000) and Oriedo (2003) who noted that school buildings

were not accessible, making it difficult for students with physical disabilities to

attend. For inclusion to be successful the school environment should be modified to

support the learners with special education needs. Teachers, staff and students also

help them move around.

4.8.2 Teaching/Learning Materials

Teaching and learning materials are resources that a teacher use in the classroom to

support specific objectives as set out in the lesson. They enhance learning and

increase learners success by allowing the pupils to explore the knowledge

independently as well as providing for repetition. Teachers reported availability of

some materials for teaching an inclusive class in Mwea East district (table 4.10).

Most of the materials were teaching aids that are also useful to normal learners.

43
Table 4.10: Availability of teaching learning materials for inclusive education
in Mwea East District
Teaching/learning materials Head teachers Teachers

Freq % Freq %

Teaching aids 16 59 35 56

Magnifying lenses 6 22 14 23

Large-print textbooks 5 19 13 21

Braille writers 0 0 0 0

Hearing aids 0 0 0 0

Total 27 100 62 100

The findings indicate that 51 of the respondents reported that teaching aids such as

books, locally available materials, charts, models were available, 20 reported the

presence of magnifying lenses in their schools,18 stated that large-print textbooks

were available in their schools and no Braille writers and hearing aids were reported

from the sampled schools. This indicates lack of appropriate instructional materials

needed for learners with special needs which affects the access to all inclusive

education for learners with special needs. The high cost of instructional materials for

learners with special education needs makes access to all inclusive education

services a challenge as they compete unfavourably with those of normal children.

For example, on average educational and instructional materials for a child with

visual impairment for primary school could include Braille, cubes for arithmetic

board games, thermo form machine, binding and spiral machine and mobility. The

findings of this study coincides with a study carried out by Etenesh (2000) that lack

of relevant facilities and materials is a major challenge to the implementation of

44
effective inclusive education in many schools. The finding also concurs with

findings by Gethin (2003), Gichura (1999), Kochung (2003), and Oriedo (2003) that

.existing facilities lack the basic technical training devices (e.g. Braille, typewriters,

hearing aids, specialized play materials). Farrant (1989) and EENET (1998) advise

that teaching or learning materials should be selected according to the specific needs

of the learners. When teachers fail to get such materials they resort to using only

blackboards which are not effective for all pupils in inclusive classes. Pupils

without learning aids and support materials have their mobility reduced and they feel

inferior to their normal pupils. They have to continuously play catch up. With the

reason of not being able to hear, see and express themselves properly and writing

slower than other children results in many of them failing in examinations.

4.8.3 Finances

The Samalanca Statement and Frame Work for Action on Special Needs Education

indicate that a well-structured funding arrangement is desirable for meeting the cost

of providing adequate educational services for students with disabilities in inclusive

schools. Primary school education in Kenya is mainly funded by the governments.

However the funds are usually inadequate and therefore parents and other sources

are required to address the deficit. In the studied schools, the bulk of the funding

comes from the government as presented in Table 4.11.

45
Table 4.11: Sources for financial funds for inclusive education in Mwea East
District
Financial Sources Head teachers Teachers

Frequency Per cent Frequency Per cent

Government 18 100 62 100

Development 4 22 10 16

partners

Parents 9 50 30 48

Business 1 6 3 5

Community

Others sources 2 11 5 8

The findings indicate that all the respondents reported the government funds

inclusive education. 19.8% reported contribution by development partners, 11.5%

reported funding by parents and (3.9%) reported that funding by business companies

among other sources. This shows that although the government of Kenya funds the

public schools the funds provided are not sufficient to cater for learners with special

needs. These finding agree with an observation made by Gachiri (2010) that

annually, children with special needs are allocated three thousand and twenty

shillings by the government which is two thousand shillings more than what normal

children get. However he also noted that this amount is still inadequate and

recommended at least eighteen thousand shillings for every child in order to enable

them get education that is at par with the mainstream classmates. He further

observes that their education requires specialized equipments, trained teachers and

institutions that have adequate facilities which make learning easier. The findings

46
agree with Fisher and Kennedy (2001) findings that in several developing countries

financial provision for the education and other need of individuals with disabilities

was undertaken largely by the governmental. Inadequate financial provision remains

an obstacle to implementation of meaningful programs such as inclusive education

in many developing countries. This is reflected by Tirussew (1999) as money

constraint to run inclusive education program.

4.6 Performance of Learners with Special Education Needs in Mwea East

District

The concept of inclusive education is inseparable with promotion of access to

education. Access and quality in education can only be achieved if the needs of all

the learners are addressed so that each and every learner is allowed an opportunity to

succeed (Pinnock and Lewis 2008). With regard to performance 4 (6.3%)

respondents reported good performance by, 32(50.8%) respondents reported a fair

performance and 27 (42.9%) reported poor performance by special education

learners who have been included in a regular classroom as shown in Table 4.12.

Table 4.12: Academic performance of pupils with special needs in Mwea East

District.

Frequency Per cent

Good 4 6.3

Fairly 32 50.8

Poorly 27 42.9

Total 63 100.0

47
Poor performance of learners with special education needs could have resulted due

to the individual pupils challenges and teacher challenges because majority of

teachers in the district are not trained to handle special classes. According to

Landsberg (2005), inclusive teaching require teachers to have systematic and

intensive training, either as part of their initial training, or as well-planned in-service

training by competent and experienced people. Another reason could be that in most

schools the available materials to cater for the difficulties learners with special

education needs are inadequate. Inclusive education practices accept learners

without any discrimination. The education opportunities of learners with SEN are

maximized when these learners receive classroom support; their teachers have

relevant skills and resources needed to handle an inclusive class. Teachers should

impact changes both socially and academically. Results of this study reveal that,

teachers are confident they influence the special needs in these areas as presented in

Table 4.13. The respondents reported that 42 (66.7%) pupils with special education

needs, showed improvement in social skills, 35 (55.6%) showed improvement in

academic skills and43 (68.3%) showed improvement in communication skills.

Table 4.13: Behavioural changes of pupils with special education needs in

Mwea East District as reported by the head teachers
Improved Performance in Frequency Per cent

Social skills 42 66.7

Academic skills 35 55.6

Communication Skills 43 68.3

48
The head teachers responses on behavioural changes indicated that 66.7% of pupils

improved greatly in social skills, 55.6% improved much on academic skills and

68.3% improved much on communications skills. The findings agree with the

finding of a study done by Baker, Wang and Walberg (1995) which noted that

special education students involved in inclusionary teams made small and moderate

gains in academic and social settings. Stainback and Stainback (1995) concluded

that inclusion is an appropriate instructional model because students with disabilities

are accepted and supported by their peers and other members of the school

community while having their educational needs met.

49
 CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction

The main goal of the study was to assess the status and challenges faced during

implementation of inclusive education in public primary schools in Mwea East

District. The research used descriptive survey design to obtain information needed

for the study. Study relied upon primary data collected using questionnaires. A

sample of twenty seven public primary schools was selected from the three zones in

Mwea East District using the lottery method of simple random sampling technique.

In each school the head teacher, two upper and two lower primary school teachers

were selected using the purposive sampling technique and were issued with

questionnaires.

5.2 Summary of Research Findings

5.2.1 Types of Special Need Pupils in Public Primary Schools in Mwea East

District

According to the findings there are different types of learners with special needs in

Mwea East District. These include children with one or multiple disabilities,

children infected and affected by HIV/AIDS, orphaned and vulnerable children;

children discriminated because of gender, culture and religion, adult learners, out-of-

school youth and learners from the street. Across the entire sample the most

common special needs children are orphaned and vulnerable children as reported

by20 (31.3%) respondents.

50
5.2.2 Teachers Challenges in Implementing Inclusive Education in Mwea East

District

In Mwea East District, the greatest challenge that teachers face as they implement

inclusive education is lack of facilities such as adapted toilets, play equipment

adapted to the learner with disabilities adapted stair case to facilitate easy access to

buildings that are higher. There was also lack of adequate skills and knowledge and

lack of adequate cooperation from parents.

5.2.3 Resource Needs in Implementation of Inclusive Education in Mwea East

District

Schools in the study district have inadequate resources for teaching inclusive

classes. Respondents reported that they do not have adequate teaching/learning

materials such as specialized equipment such as hearing aids. The infrastructure

were not in condition that can be used by learner with special needs for example; the

toilets available do not have ramps to enable learners with disabilities to use.

5.3 Conclusions

From the findings of the study it can be concluded that successful implementation of

inclusive education in Mwea East District is hindered by the following:

5.3.1 Types of Special Needs Pupils in Public Primary Schools in Mwea East

District

There are different types of learners with special needs in Mwea East District. It was

concluded that in order to accommodate the different types of special needs in the

same class, special attention should be taken on the different challenges of

51
individual pupils because each type of special needs has different learning and

instructional needs. For example, a child who is deaf may feel isolated in regular

classroom and may wish to share communication and social interaction with fellow

deaf students. On the other hand, children who are developmentally delayed,

autistic, or who lack appropriate social skills may benefit from the modelling that

takes place in a regular classroom.

5.3.2 Teachers Challenges in Implementing Inclusive Education in Mwea East

District

Teachers in the study district are facing challenges such as in adequate

infrastructure, lack of sufficient teaching and learning materials. It was concluded

that teachers need to be equipped with adequate knowledge and skills to teach an

inclusive class. Parents should also be involvement in their childrens welfare during

implementation of inclusive education.

5.3.3 Resource Needs in Implementation of Inclusive Education in Mwea East

District

Infrastructure that is meant to address needs of an inclusive classroom is inadequate

or completely not available in schools in the study district. In most schools, there

were no structural modifications such as ramps and assisted toilets and so students

with physical impairments depend on fellow pupils to access the toilets.

The schools in the study district have inadequate instructional materials needed for

learners with special needs which affect the access to all inclusive education for

learners with special needs. The inadequacy of teaching and learning materials for

52
learners with special education need makes access to all inclusive education services

a challenge as they compete unfavourably with those of normal children.

5.4 Recommendations

The educators have been having difficulties implementing the Inclusive Education.

The researcher suggested the following recommendations to the education stake

holders to enable the implementation of inclusive education based on the study

objectives.

i. The teachers should be equipped with skills and knowledge that can help them

identify different types of special education needs learners in an inclusive class

to enable them handle each case of SNE learner without ignoring the challenges

of the learners.

ii. The government, parents, non-governmental organizations and any other person

involved in the implementation of inclusive education should rehabilitate and

adapt the existing schools, classrooms, sanitary and recreation facilities for

accessibility by all kind of learners. The government, parents, non-governmental

organizations and any other person should provide different types of supportive

devices to assist learners with mobility, hearing, communication, sight, writing

and sitting. This will provide the learner with special needs with necessary help

to move around and be able to function in the school environment.

iii. Parents, teachers, learners and school management committee should be

sensitizing on children with special education needs and inclusive education.

Parents should also be encouraged to cooperate with the teachers in terms of

attending Annual General Meetings and Parent Days in addition to visiting their

special need pupils in school to access their performance. The government

53
 should encourage and provide all teachers and other education officers with

professional development courses that focus on how to teach an inclusive

classroom. This will make the parents, teachers and other educators understand

that the learners with special needs can also learn as their normal peers.

5.5 Suggestions for Further Research

The researcher wishes to make recommendations for further research on the

following;

i. The study needs to be replicated in other districts in the country in order to give

a general picture of the challenges being faced in the implementation of

inclusive education in the whole country.

ii. Effectiveness of the implementation of inclusive education in public secondary

schools

iii. Effects of inclusion on normal learners in an inclusive class.

iv. Parents attitudes towards inclusion of children with special education needs in

regular schools.

54
 REFERENCES

Abbrings, I. and Meijer, C. J. W. (1994). New Perspective in Special Education: A

Six Country Study of Integration. Routledge, London

Arbeiter S. And Hartley S. (2002). Teachers and Pupils Experiences of Integrated

Education in Uganda. International Journal of Disability, Development and
Education. Vol. 49 (1), 61-78

Adoyo, P.O. (2005). Kenya sign Language and Simultaneous Communication:

Different effects on Memory and Comprehension in Deaf Children in Kenya.
Lake Publishers and Enterprises, Kisumu.

Antonak, R.F and Larrivee B. (1995). Psychometric Analysis and Revision of the
Opinion Relative to Mainstreaming Scale. Perception Children, 62 (2) 139-149

Baker, E.T., Wang, M.C., and Walberg, H.J. (1995). Synthesis of research: The
effects of inclusion on Learning. Educational Leadership, Vol. 52(4), 33-34.

Bandura, A. (1977). Social Learning Theory, General Learning Press, New York.

Brofenbrenner, U. (1974). Is Intervention Effective? Teachers College Report. 76:

279-303.

Dyson, A. and Forlin S. (1999).Rethinking roles, rethinking concepts special needs

training in mainstream school. Support for Teaching. 6 (2), 51-60.

EENET, (1998). Inclusive Education Making a Different a Difference; A report and

Development Consortium Seminar, Agra.

Engelbrecht, P., Oswald M., Swart E., Kitching A and Eloft I. (2005). Parents
Experiences of their Rights in the Implementation of Inclusive Education in
South African Schools. Psychology International. Vol. 26 (2), 459-477.

Etenesh A. (2000). Situational Analysis of Ethiopia. Unpublished report.

Farrant, J.S (1989).Principles and Practices of Education. Longman Publishing

House, London.

55
Fisher, D. and Kennedy, C. (2001). Inclusive Middle Schools. London Brookes
Publishing Co., London.

Gachiri, J. (2010, 11th March). State to Increase funds for Special Needs Education.
Business Daily PP 6. Nation Media Group, Nairobi.

Gay L.R., Mills, G.E. and Airasian P.W. (2008). Educational Research:
Competencies for analysis and application. Prentice Hall New Jersey.

Gethin. H. (2003. July 31). Special schools neglected-Govt. East African Standard.
Retrieved July 31. 2003. from http://eastandard.net/archives/July/thur
31072003/headlines/ news31072003011.html.

Gichura. S. (1999). Education for all (EFA 2000): Assessment of progress Kenya
country report: Draft report. UNESCO. Retrieved July 18. 2003. from
http://www2.unesco.org/wef.countryreports/kenya/ contents.html

Green S.K. and Shinn N.R. (1995). Parent attitudes about Special Education and
Reintegration: What is the role of students outcomes? Exceptional Children,
Vol. 61 (3) 269-281.

Jones, R.J. (1986). Attitude and Attitude change in Special Education: Theory and
Practice. Eric clearing house on handicapped and gifted children, Virginia.

Jonsson, T. (1994). Inclusive Education: Interregional Programme for disabled

people. United Nation Development Program.

Kalabula, D.M and Mandyata, J.M (2003). Inclusive Education Practices in Zambia
Retrieved July 18. 2010. from http//www.icevi.org/Publications/icevi-
wc.html

Katwishi, S.C (1988). Problems of Mainstreaming Hearing impaired Pupils in

Zambia. The Education of the Deaf Current Perspectives. Vol. 3 (5), 1856-
1859.

Kauffman, J.M. (1995). The Illusion of Full Inclusion: A Comprehensive Critique of

Current Special Education Bandwagon. Austin, Tex.: PRO-ED.

56
Kochung, E. (2003).Special Needs Education appraisal Exercises. Government
printers. Nairobi.

Kothari, C. R. (1990) Research Methodology: Methods and Techniques Wishwa

Prakashan, New Delhi

Kristensen K. (2002). Proposals for Adjustment of Education of Learners with

Barriers to Learning and Development into Ordinary School Settings. Ministry
of Education and Sport: Kampala, Uganda.

Landsberg, E. (2005).Addressing Barriers to Learning. A South African Perspective.

Van Schaik, Pretoria.

Laurel M. Duhaney G. and Salend J. S. (2002). Perceptions of Inclusive Educational

Placements. Remedial and Special Education. Vol. 21 (2), 121-128.

Lewis T.J., Chard D. and Scott T.M. (1994). Full Inclusion and the Education of
Children and Youth with Emotional and Behavioral Disorders. Vol. 19(4),
277-293

Mcdonnel, A. (1997). Training Care Staff to Manage Challenging Behaviour: An

Evaluation of a Three Day course. British Journal of Development
Disabilities. Vol. 43. (2), 156-161.

Mills, G.E (2000). Action research. Merrill, New Jersey.

Ministry of Education (2009). The National Special Needs Education Framework

Policy. Government Printers, Nairobi.

Ministry of Education Science and Technology (MOEST). (2005). Sessional Paper

No.1 of 2005. Government Printer. Nairobi

Mock, D. R., & Kauffman, J. M. (2002). Preparing teachers for full inclusion: Is it
possible? The Teacher Educator. Vol. 37(3), 202-215.

Moen, T, Gudmundsdottir, S and Flem, A. (2003). Inclusive practice: a biographical

approach. Teaching and Teacher Education. Vol. 19(3) 3.

57
Muchiri N. and Robertson L. (2000).Including the excluded: An inclusive education
project in Meru North District Kenya. Paper presented at the meeting of the
International Special Education Congress. University of Manchester. Retrieved
July 18. 2003. from http://www.isec2000.org.uky abstracts/papers/robe
rtson_2.htm

Mugenda, O.M and Mugenda A. G (1999).Research Methods: Quantitative and

Qualitative Approaches. Acis Press, Nairobi Kenya.

Mwangi, L. (2013). Special Needs Education (SNE) in Kenyan public primary

schools: exploring government policy and teachers understandings. PhD
Thesis. School of Sport and Education, Brunel University. London

Mwaura S. and Wanyera S. (2007). Introduction to children with Special needs.

Kenya Institute of Special Education, Nairobi.

Okech, J.B (1993). Special Needs Education in Uganda. DANIDA/UNISE

Oriedo.T. (2003).The state of persons with disabilities in Kenya. Council for

Exceptional Children: Division of International Special Education and
Services. Retrieved July 18.2003, from http://www.cec.sped.org/intl/natlover.
html.

Orodho, J.A. (2009).Elements of Education and Social Sciences Research Methods.

Maseno, Kenya: Kanezja publishers.

Pinnock, H. and Lewis I. (2008) Making Schools Inclusive: How Change can
Happen, Save Childrens Experience, Save the Children Fund, London 1-64

Reichart, D.C., Lynch, E.C., Anderson, B.C., Svobodny, L.A., Di-Cola, J.M. and
Mercury, M.G. (1989). Parental perspectives on integrated preschool
opportunities for children with handicaps and children without handicaps.
Journal of Early intervention. Vol. 13 (1), 6-13.

Stainback, W., &Stainback, S. (1995).Controversial issues confronting special

education: Divergent perspectives. Allyn and Bacon, Boston

58
Stubb S. (2008). Inclusive Education: Where there are few. Atlas Alliances,
Gronland.

Swart, E; Engelbrecht, P; Eloff, I and Pettipher, R. (2002). Implementing inclusive

education in South Africa: teachers attitudes and experiences. Acta Academica
Vol. 34(1), 175-1

Tirtussew, T. (1999). Inclusion of children with disabilities in regular schools:

Challenges and Opportunities. The Ethiopian Journal of Education. Vol. 19
(1), 12-17.

UN Economic Commission for Africa and UNESCO. 1961. Final Report:

Conference of African States on the Development of Education in Africa.
Addis Ababa.

UNESCO (1974). Case studies in special education: Cuba, Japan, Kenya, Sweden
UNESCO, Paris.

UNESCO (1990). Education for All the World Conference on Education for All
1990. http.//www.unesco.org/education/efa/ed-for-all/background/world-
conference accessed 21-04-2011.

UNESCO (1994). The Salamanca Statement and Framework for Action on special
Needs Education, adopted at the World Conference on special Needs
Education: Access and Quality. Salamanca, Spain.

UNESCO (2000). Education for All Dakar Framework for Action. Text adopted
by the World Education Forum Dakar, Senegal, 2000
http://www.unesco.org/education /efa/ ed_for_all/dakafram_eng_shtml.
Accessed 27/09/2010.

UNESCO (2003). Open files on Inclusive Education Support Materials for

Managers and Administrators. Paris, France: UNESCO.

UNESCO (2005).The Present Situation and Freuds of Research in the Field of

Special Education. United Nations, Switzerland.

59
UNESCO (2007). Education for All. Regional Frameworks for Action. Sub Saharan
Africa.Http://www.unesco.org/education/efa/wef_2000/regional_frameworks/f
rame_ Africa Accessed 27/09/2010.

UNESCO (2009). Policy Guidelines on Inclusion in Education. UNESCO: Paris.

http://unesdoc.unesco.org/images/0017/001778/177849e.pdf

UNESCO (2010). Education: Inclusive Education. http://portal.unesco.org/

education/Accessed 25/08/2010.

UNICEF (2000). A World Fit for Children. UNICEF Report

United Nations. (1948). Universal Declaration of Human Rights. G.A.Res. 217A

(111), UN.Doc.A/810, at 71.

Wamae G.M and Kangethe R.W (2004).The Concept of Inclusive Education:

Teacher Training and acquisition of English Language in the Hearing
Impaired. British Journal on Special Education, Vol. 1.(5) 234.

Westwood P. (1997).Common sense Methods for children with Special Needs. Third
Edition. Routledge, London and New York.

Zalizan, M.S. (2000I) Perceptions Inclusive Practices: The Malaysian Perspectives:

Educational review.Vol. 52 (2), 127-196.

60
 APPENDICES

APPENDIX I: INTRODUCTION LETTER

Mungai Beatrice Wangari

Department of Educational

Management, Policy & Curriculum

Studies, Kenyatta University

P.O. Box 43844, Nairobi

Dear Respondent

I am a postgraduate student of Kenyatta University. I would like to collaborate with

you in identifying the Challenges Facing Implementation of Inclusive Education in

Public Primary Schools in Mwea East District, Kirinyaga County, and the goal of

this project is to devise ways and come up with strategies of improving provision of

Inclusive Education in the District. I sincerely request for your support through

filling the questionnaire provided to you. The information you will give will assist

highly in the above goal. The information provided will be treated with utmost

confidentiality.

Your contribution and sincerity will be highly esteemed.

Thank you,

Signed Date

Mungai Beatrice Wangari

61
 APPENDIX II: HEAD TEACHERS QUESTIONNAIRE

1. Does your school have a policy on inclusive education?

Yes
No

2. What are the common cases of special need pupils? (Tick below)

Orphaned and Vulnerable Children

Children with disabilities
Children with HIV/AIDS
Children discriminated because of gender, culture and religion
Adult learners
Out-of-school youth
Children from streets
Adolescent mothers

3. What three things do you consider the biggest challenges for your teacher as they
implement inclusive education?

4. How would you describe the availability of teaching and learning resources?

Teaching/Learning Materials Head teachers

Freq %
Teaching aids

Magnifying lenses

Large-print textbooks

Braille writers

Hearing aids

62
 APPENDIX III: TEACHERS QUESTIONNAIRE

1. Work experience

2. What is your qualification?

Bachelor of Education
P1
Diploma
Others

3. Do you know about inclusive education?(tick one)

Yes

No

4. Do you have pupils with special education needs in your class, how many?

(indicate how many and put a dash if none)

Orphaned and Vulnerable Children

Children with disabilities

Children with HIV/AIDS

Children discriminated because of gender, culture and religion

Adult learners

Out-of-school youth

Children from streets

Adolescent mothers

5. Have you been trained to handle an inclusive class?( tick one)

Yes
No

63
6. Which challenges do you face when teaching a class with both regular and

pupils with special needs?( tick challenges)

7. How would you describe the availability of infrastructures in your school?

Adequate % Inadequate % None %

Classroom
Resources
Toilet with ramps

Water tanks

Adapted stair case

Resource rooms

Adapted playground

8. How would you describe availability of teaching /learning materials in your

class?

Teaching/Learning Materials Teachers

Freq %
Teaching aids

Magnifying lenses

Large-print textbooks

Braille writers

Hearing aids

64
APPENDIX IV: AUTHORIZATION LETTER

65
APPENDIX V: RESEARCH PERMIT

66