Analysis Of Factors Affecting Implementation Of Inclusive Education In Regular Secondary Schools In Kilifi County, Kenya

ABSTRACT

This study was aimed at carrying out a survey to analyse the factors affecting implementation of inclusive education in regular secondary schools in Kilifi County, Kenya. It was prompted by a previous programme under MoE which trained teachers from selected schools across the country. These teachers were trained to equip them with skills and knowledge to facilitate inclusive education in their schools. However a general survey has shown that inclusive education has not taken off in Kilifi County. The purpose of this study was therefore to analyse factors affecting implementation of inclusive education in regular secondary schools in Kilifi County. The study came up with four objectives. The first was to establish environmental modification for learners with special needs in the selected schools, the second was to determine the type and adequacy of teaching/learning materials for learners with SNE in these schools, thirdly to investigate challenges teachers were likely to face if required to implement inclusive education and the last was to find out the opinion of teachers and students towards including learners with special needs in their schools. The study was guided by ecological system theory by Urie Bronfenbrenner (1992). It adopted a descriptive survey design whereby a survey in regular secondary schools in Kilifi County was carried out. The target population included 4 principals, 88 teachers and 1960 students from four schools. The sample size was 4 principals, 24 teachers, and 392 students. Purposive sampling was used to select schools and their principals. Stratified sampling was used to select students and simple random sampling was used to select teachers and students within a strata. The instruments used were questionnaires, interviews and observation checklist. Validity of instruments was achieved through consultation with supervisors and through piloting. Piloting allowed improvement of the tools before actual data collection. Quantitative data was analyzed using frequency distribution tables, percentages and means while qualitative data was analysed thematically. Analysed data was presented using tables, bar charts and pie charts. The analysed data indicated that none of the four schools under study was prepared for inclusive education. Teaching/learning resources were inadequate, environment was not barrier free and opinion of students towards inclusive education was negative to an extent. The study recommended teachers to be trained in special needs and students in schools to be sensitized on plight of learners with special needs in order for them to embrace inclusive education. The government should also provide funds or resources to facilitate inclusive education.