Influence of Adapted Physical Facilities on the Execution of Inclusive Education in Public Preschools in Belgut Sub-County, Kenya

Rebecca Chepngeno Kabwos; Esther C. Bitok

doi:10.37284/eajes.5.2.819

Rebecca Chepngeno Kabwos Kisii University
Esther C. Bitok, PhD Kisii University

DOI: https://doi.org/10.37284/eajes.5.2.819

Keywords: Influence, Execution, Inclusive education, Pre-Primary Schools, Physical Facilities

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Abstract

Inclusive education is one of the key areas articulated in Sustainable Development Goal No.4. which global nations aspire to implement. Effective execution of Inclusive education requires institutions of learning to create disability-friendly environments whereby the physical facilities are structured to allow learners with special needs to participate on an equal basis in school activities with their typically growing peers. However, the execution of Inclusive education is yet to be accomplished globally. The objective of the study was to establish the influence of physical facilities on the execution of Inclusive education in the public preschools in Belgut Sub-County, Kenya. The study adopted the social model of disability theory. The study also utilised a descriptive survey research design. The target population of the study was 238 out of which a sample size of 168 participants comprising 113 preschool teachers and 65 primary school head teachers was selected. Sampling was done using stratified and simple random sampling techniques. Data for the study was collected using an observation checklist, pre-primary school teachers and the head teachers’ questionnaires. Data were analysed using descriptive statistics with the help of Statistical Package for Social Sciences (SPSS) Version 22 and presented in the form of frequencies and percentages displayed in distribution tables. The results showed that the majority of preschools had classrooms that were accessible to learners with disabilities. However, the results also revealed that the majority of them lacked rails on entrances to buildings, adapted toilets, ramps, swings, wide pavements, adapted desks/ furniture, and swings. The study concluded that adapted physical facilities influence the execution of Inclusive education in public preschools negatively. The study recommends that the County Government provides sufficient funds to preschools to aid in restructuring the existing physical facilities to attain disability friendly status.

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