Barriers to successful implementation of inclusive education for learners with hearing impairments in public day primary schools in Murang'a county, Kenya
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Date
2014-09-05
Authors
Ngugi, Charity Wanjiku
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Abstract
The study investigated barriers hindering implementation of inclusive education for
learners with hearing impairments (LHI) in selected public primary schools in Murang'a
County, Kenya. The Five schools selected purposefully were Gatuya, Kiboi, Njumbi,
Saba Saba and Kirunguru primary schools. The sample size consisted of 51 participants
selected through probability and non-probability techniques. The distribution of the
sample included 5 head teachers, 15 teachers, 5 education officers, 15 parents and 11
LHI. The researcher collected qualitative and quantitative data using questionnaires for
each of the stakeholders involved. The data collection tools were based on the study
objectives. The reliability of the tools was tested using Spearsman Rank Order formula
using split-half techniques where the correlation co-efficient was 0.8 during piloting at
Mukubu primary school in Kiambu County. Qualitative data was put under themes
consistent with the research objectives. Quantitative data was analyzed through
descriptive statistics such as tables and pie charts. Other forms of collected data was
assigned codes and grouped into categories to match the variables and analyzed using the
descriptive statistics. The study established that the major factors hindering the
implementation of inclusive was lack of funds to cater for school management and
development, lack of trained teachers in special needs education in the area of hearing
impairments, and teachers' /parents' attitude towards inclusive education. Regarding the
adjustments of systems to accommodate LHI, the study established that only minimal
adjustments were made in the schools hence making learning for LHI unfavourable, The
study also revealed that there was inadequacy of resources both in EARC and schools
therefore inappropriate assessment of learners with hearing impairment could occur
leading to wrong placement. It was established that learners with profound cases
performed poorly due to the constant transfers from regular schools to special schools
and vice versa. The study also established that there was minimal collaboration from the
stakeholders and majority of them preferred learners with hearing impairment to be
placed in special schools. The study recommends that: only learners with severe
impairments should be retained in special schools while those with mild impairment
should learn in regular schools since the government has currently allocated more funds
to purchase learning/teaching materials in special schools; the government through
Ministry of Education should organize campaigns to sensitize all community members on
importance of educating learners with hearing impairment; the Ministry of Education
should provide adequate facilities to EARCs to improve the assessment and placement
processes in all centres; among other recommendations.
Description
Department of Early Childhood Studies, 92p. 2014,
LB 1042.76 .K4N42