Learning Challenges to Inclusive Learning in Pre-Primary Schools in Eldoret East Sub-County, Uasin Gishu County, Kenya
Abstract
The purpose of this study was to investigate the learning challenges to inclusive education in pre-primary schools in Eldoret East Sub-County, Uasin Gishu County, Kenya. The study targeted pre-primary school teachers, head teachers, and education stakeholders. The study selected a sample size of 201 respondents through stratified random sampling. Data was collected through a descriptive survey design with key instruments including questionnaires and interview guides. Major findings revealed significant challenges in the implementation of inclusive education, with 67.7% of respondents indicating inadequate teacher training for supporting diverse learning needs, while 74.6% reported insufficient resources, including teaching aids and infrastructure. Additionally, 69.7% of respondents identified negative community attitudes as a barrier to inclusive learning. These challenges were echoed in the head teacher interview, where limited teacher preparedness and resource constraints were highlighted as critical issues. The study concluded that effective inclusive education is hindered by gaps in teacher training, inadequate resources, and a lack of government support, as well as negative community perceptions. Based on these findings, the study recommends the investment in comprehensive teacher training, increased government funding for school infrastructure, and community awareness programs to foster positive attitudes toward inclusive education. These measures are essential to improving inclusive learning environments and ensuring that learners with diverse needs receive the support they require to thrive in pre-primary schools.
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