Influence of Planning on Implementation of Inclusive Education in Regular Primary Schools in Samia Sub-County, Kenya
Abstract
Inclusive schooling is defined as the practice of including everyone irrespective of talent, disability, socio – economic background or cultural origin in supportive regular schools, classrooms where all students’ needs are met (Stainback and Stainback, 2000). This study focuses attention on the influence of planning on implementation of inclusive education in the regular primary schools in Samia District. The researcher used descriptive research. The study utilized a sample of forty-nine (49) teachers who are in the four schools practicing inclusive education. The researcher used simple random sampling for sampling the population. Each and every member had an equal and independent opportunity in the selection, (Kombo and Tromp, 2006). The four schools practicing inclusive Education in the District were included. The schools shared similar socio-economic, political and cultural background. Pilot study was done in a school outside the district because of the fewer schools practicing inclusive education in the district. An interview schedule for the teachers in charge, questionnaires for the head-teachers, different questionnaire for the regular teacher population and another questionnaire for teachers in the units were administered. Observation schedule was also carried out. Findings in the study indicated that the regular teachers were not trained to handle learners with Special needs. The government has tried to provide teaching/learning resources to the regular learners but not provided for learners with special needs for example Braille. Schools were not constructed to favour learners with special needs since there were no facilities like adopted toilets, ramps and the like. Most children identified to these schools are intellectually challenged and a few from other categories. The research recommends that every regular teacher should be trained to handle children with special needs for proper accommodation in schools, availability of adequate facilities and all-round personnel to carter for the diversity such as medical personnel, community at large should be sensitized on the values of accommodation of the diversity. Finally, the research recommends that before implementation of inclusive education can be emphasized, there should be effective planning since it is a powerful weapon in any educational system
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