Influence of Child Screening on the Execution of Inclusive Education: A Case of Public Pre-Primary Schools in Belgut Sub-County, Kenya

Rebecca Chepngeno Kabwos

doi:10.37284/eajes.5.3.873

Rebecca Chepngeno Kabwos Kisii University

DOI: https://doi.org/10.37284/eajes.5.3.873

Keywords: Influence, Inclusive Education, Preschool, Preschool Teachers, Screening

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Abstract

This study sought to establish the influence of school factors influencing the execution of Inclusive education in public pre-primary schools in Belgut Sub-County, Kenya. The objective of the study was to examine the influence of child screening on the execution of Inclusive education in public pre-primary schools in Belgut Sub-County. The study was guided by the Social Model of Disability Theory. The study also utilised a descriptive survey research design. In addition, the study used stratified sampling and random sampling techniques to sample 113 out of 160 pre-primary school teachers and 56 out of 78 head teachers teaching in pre-primary and primary schools in Belgut Sub-County. The reliability of research instruments was achieved through the use of a half-split reliability test and piloting of the research instruments. Data for the study was collected using an observation checklist, pre-primary school teachers’ questionnaire and head teachers’ questionnaire. Data was analysed using descriptive statistics and the findings were indicated in percentages and frequencies and displayed in distribution tables. The study found that a significant number of preschool teachers do not screen learners when joining preschool. In addition, the study found that pre-primary school teachers do not have children’s screening records. Hence, the study concluded that screening of pre-primary school children has a negative influence on the execution of Inclusive education in pre-primary schools in Belgut Sub-County

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