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dc.contributor.authorNizeyimana, Pamela
dc.date.accessioned2014-08-21T08:04:29Z
dc.date.available2014-08-21T08:04:29Z
dc.date.issued2014-08-21
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/10983
dc.descriptionMaster of education (special needs education) in the school of education, 2014en_US
dc.description.abstractThis study assessed the implementation of inclusion of trainees with special educational needs and availability of resources in primary teachers colleges in Uganda. The study was conducted in the South Western Region in Uganda. Three colleges were selected to be involved in the study. A qualitative research method was used. Data collection strategies that were used are interviews and observation. This study considered independent and dependent variables in the study. The independent variable was availability of resources such as teaching and non teaching staff and material resources: teaching and learning materials and equipment, and physical facilities buildings. The dependent variable was successful implementation of inclusion in primary teachers‟ colleges. The target population that was involved in the study included Principals, Tutors and Student Trainees. Samples of 50 respondents from the three colleges were involved; these included 3 Principals, 15 Tutors and 32 Student trainees. Purposive sampling was used to help the researcher have respondents who would provide the relevant data. The researcher used interviews and observation to collect data from Principals, Tutors and Student trainees of the three colleges in South Western region in Uganda. Data was analyzed descriptively. The study revealed that colleges have resources required for implementation of inclusion which was classified as human and material resources. The study further revealed challenges for successful inclusion that some resources were not accessible to all students, inadequate skills in special needs education among staff, negative attitude and limited funding. Results were summarized according to research questions and recommendations were made that change of attitude is paramount in order to implement inclusion in PTCs, training of tutors in special needs education, appointment of tutors to cater for trainees with special educational needs and provision of ramps to all buildings.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.language.isoenen_US
dc.titleAssessing the implementation of inclusion and availability of resources in primary teachers’ colleges: a case of South Western region in Ugandaen_US
dc.typeThesisen_US


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