Show simple item record

dc.contributor.authorChepkwony, Alfred K. A.
dc.date.accessioned2015-06-04T06:55:40Z
dc.date.available2015-06-04T06:55:40Z
dc.date.issued2015-05
dc.identifier.citationInternational Conference on ‘Re-Engineering Education for Sustainable Development’ 18th – 20th May 2015en_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/12760
dc.descriptionThis paper was presented at the International Conference on ‘Re-Engineering Education for Sustainable Development’ held on 18th – 20th May 2015 at Kenyatta University Conference Centre (KUCC) Nairobi, Kenyaen_US
dc.description.abstractThe National Special Needs Education Policy Framework in Kenya stipulates that there shall be elimination of disparities and enhancement of equity and equality for all learners, especially through the inclusion of learners with special needs in the education system. This paper is based on a study that sought to find out the constraints facing the implementation of inclusive education in selected secondary schools. The study was guided by the following objectives: to describe -personnel-related constraints facing implementation of inclusive education, and to identify- constraints facing availability of resources in inclusive settings. A case study design of two selected inclusive secondary schools in Kericho County was used. Respondents included two Principals, teachers, resource teachers, and Educational Assessment Resource Centre officers. Interviews were conducted with administrators, teachers and educational assessment resource team. Two methods of data analysis were used: domain and thematic analysis. Domain analysis involved analysis of language of participants in the cultural context of their respective inclusive schools. The study concluded that inclusive education is constrained by shortage of personnel and inadequacy of specialized material resources to be used in the teaching of learners with special needs. The researcher recommends that for the learning environment to be conducive, schools must take initiative to improve on physical facilities to be sensitive to learners with SNE. In addition, policy makers should create awareness and do sensitization to remove socio-cultural attitudes and accordingly Re-Engineer Education for Sustainable Development.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.subjectCurriculum adaptationen_US
dc.subjectInclusive educationen_US
dc.subjectDisabilityen_US
dc.subjectQualitative studyen_US
dc.subjectKenyaen_US
dc.titleConstraints Facing the Implementation of Inclusive Education: A Case of Selected Secondary Schools in Kericho Countyen_US
dc.typeArticleen_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record