Enhancing Implementation of Inclusive Education for Physically Challenged Pupils in Public Primary Schools in Kericho County, Kenya

Abstract

The purpose of this study was to establish how to enhance the implementation of inclusive education for physically challenged pupils in public primary schools in Kericho County, Kenya. The study was based on Lev Vygotsky Social–Cultural Constructivism Theory. The study used a descriptive survey design. The objective of the study was to explore the possible solutions to the challenges facing inclusive education of the physically challenged pupils in public primary schools in Kericho County Kenya. Mixed research methods were employed. The target population was composed of 214 teachers and the County Quality Assurance and Standards Officer CQASO). A sample size of 42 teachers and one CQASO were used.  CQASO was sampled purposively and simple random sampling techniques were used to select the teachers. The instruments for data collection was the questionnaire and interviews guide. Spearman rank order correlation was then used to compute the correlation coefficient in order to establish the reliability of the instrument. The instrument got a coefficient of 0.85. Data were analysed using the Statistical Package for Social Sciences (SPSS) computer programme and presented using tables frequencies and percentages to form part of the descriptive statistics. The study recommended that the government should provide in-service training to all the teachers teaching in public primary schools on SNE and facilities for the physically challenged pupils like ramps, transport and boarding facilities.