PHD-Department of Educational Foundations

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https://repository.ku.ac.ke/handle/123456789/403

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Browsing PHD-Department of Educational Foundations by Subject "Academic Participation"

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    Implementation of Inclusive Education Policy and Academic Participation of Students with Disabilities in Selected Public Universities in Kenya
    (Kenyatta University, 2021) Karanja, David Njuguna; Isabella Musyoka-Kamere; Violet Wawire
    Globally, an estimated 140 million learners are out of school including those with impairments of a physical, mental and sensory nature. Of that number, it is further estimated that 70% of the learners with disabilities can attend and benefit from regular education programs as long as effective institutional changes, that are guided by sound inclusive policies are put in place. Although tangible evidence indicates that most institutions of higher learning have embraced inclusive education, there is need to make sure that the policy is indeed effective in promoting academic participation for all. This study set out to find the implication of inclusive education policies in higher learning institutions, on academic participation for Students with disabilities (SWDs), with focus on public Universities in Kenya. It was informed by the low admission rates of SWDs in Public Universities in Kenya. The study examined institutional inclusive policies on admission, curriculum adaptation and the measures being taken at institutional level to promote awareness on inclusion and how the policies influence the way SWD’s participate academically. To achieve its objective, the study employed descriptive research design. Kenyatta University (KU) and Jomo Kenyatta University of Agriculture and Technology (JKUAT) were purposively sampled as the public universities for the study, owing to their longer establishment. The study targeted the lecturers teaching in programs where SWDs were enrolled and SWDs enrolled in different programs. 30% of the lecturers and 30% of the students were randomly selected. The Registrars’ academics in charge of admission and the Coordinators of the disability from both universities were also purposively included in the study. Data collection instruments used included interviews, questionnaires, observation guide, focus group discussions and document analysis. Content validity and triangulation of the data collection instruments were used to ensure the validity. Cronbach alpha was used to ensure reliability, where a coefficient of 0.75 was established which was within range of 0.70 – 0.80 which confirmed the tools were reliable for the study. The researcher ensured confidentiality by coding. Data collected was analysed thematically. Different inferential and descriptive statistics were used at different stages of data analysis. Narratives and verbatim prose were used in presenting qualitative data. A major finding from the study was that institutional policies exist in the selected universities but they have not boosted academic performance of SWDs as reported by 86% and 83% of lecturers in JKUAT and KU respectively. KU had a disability policy and had fairly implemented it. JKUAT had a policy for SWDs but had not operationalized it due to shortage of funds. The study concluded that the inclusive polices, though present to some extent, were not adequately implemented to effectively boost academic participation of SWDs. The beneficiaries of the study’s findings were higher learning institutions and policy makers in education. The findings are expected to inform and guide higher learning institutions on becoming more inclusive for SWDs. Based on the findings; the study recommends that efforts should be made to provide inclusive learning settings for SWDs in all university programs to enhance their academic participation.