Browsing by Author "Rasugu,Grace Kwamboka Omete"

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    Effectiveness of Approaches Used in the Implementation of Inclusive Education Programmes By Sight Savers International and Leonard Cheshire Disability in Kenya
    (Kenyatta University, 2023-05) Rasugu,Grace Kwamboka Omete
    This study sought to determine the efficacy of approaches employod by Sight Savers as well as Leonard Cheshire Disability in iienya to implemlnt inttusive education programs. The study sought to determine how teachers were prepared to support inclusion, examine what changes were made to the curriculum tomeet the diverse needs of leamers, examine how the instructional resources met the diversb needs of learners, determine the suitability of the teaching and learning techniques used in supporting the various needs and learning styGs of leamer{ and evaluate what was done to make the environment suitab'ie for learners with disabilities. Adopting the classical Liberal Theory of Equal opportunity, the study used mixed methods to collect quantitative urO quuiltutive'data. Quantitative data was collected from teachers using quesiionnaires while qualitative data was collected from head teachers, -uriug.rr, coordinators and learners using interview schedules, focus group discussio-ns and anobservation gghedule. The study targeted 8 schools focusing on learners in standard 4 to g in Nairobi city and Homabay counties. A total of tOO learners in inclusive public primary schools, 8 head teachers, 80 teachers, 2 managefs and 2 coordinators (one from each of the selected inclusive education p.ogiu*..s) were sampled. The participants in this research were selected using both random and purpoieful sampling. To increase the validity and reliability of the data coilection instruments, research tools were piloted at one primary school in Nairobi city county and verifie{by professional judgmeni of supervisors, departmental lecturers, and peers. The test-retest proCedure was also used to proveieliability. Quantitative data was analysed using descriptive statistical methods, which were computed in frequencies and percentages and presented in frequency tables and graphs, while qualitative data was consolidated aocording to themes and analysed using NVIVO qualitative software. Verbatirn narrati,on anu a thematic approach were used to analyse qualitative data. The study revealed that educational materials were mostly for regular leamers with few specialized resources, and that teachers were not well prepared to teach in inclusive classrooms. Moreover, the available resources were insufficient and unevenly diskibuted with some of the specialized resources being inoperative. The study also. found that the prevailing environment was not friendiy to learners with disabilities. The study recommends retraining of teachers and reviewing the presenl training curricula to ensure that all teichers are knowledgeable about special needs education and adopt effective pedagogy for learners with special needs. The study recommends that an appropriaie tool be developed to determine who should receive teacher educa-tion iraining in special needs. It is recommended that assistive technology and timely availability of appropriate and pertinent leaming resources are availed to learners with disibilities. In addition to increased capitation for learners with disabilities, the study also recommends that learner-friendly environments be created in schools. The study also recommends that guidelines and policies for inclusive education bL developed. It is hoped that the findings of this study will serve as a wake-up call to the Government and all stakeholders in Special i {eeds Education to inteivene in the provision of education for learners with disabilities in mainstream schools to ensure that the curriculum and learner resources do not disadvantage them.