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dc.contributor.authorMosabi, James Nyaruhucha
dc.date.accessioned2019-04-09T13:12:09Z
dc.date.available2019-04-09T13:12:09Z
dc.date.issued2017-03
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/19435
dc.descriptionA Research Project Submitted in Partial Fulfilment of the Requirements for the Award of the Degree of Masters of Education in Education Administration in the Department of Education Management, Policy and Curriculum Studies of Kenyatta University. March, 2017en_US
dc.description.abstractThe purpose of the study was to investigate the school based factors that impact inclusion of learners with physical disabilities in public primary schools in Kuria East Sub County, Kenya. This had been dictated by indication suggesting that school factors have had a negative and damaging influence on inclusion of learners with physical disabilities in public primary schools. The study therefore aimed to determine the influence of availability of learning and teaching resources on inclusion of learners with physical disabilities; establish the effect of availability of physical resources on inclusion of learners with physical disabilities; assess the influence of teacher training on inclusion of learners with physical disabilities; and explore the influence of class sizes on inclusion of learners with physical disabilities in public primary schools. It was based on Classical Liberal Theory of Equal Opportunity and Social Darwinism. It employed a descriptive survey design targeting 439 teachers, 71 head teachers and the Sub County education Officer. Stratified sampling was used to select schools from where 5 teachers per school were randomly selected to come up with a total of 145 teachers and 35 head teachers who were purposively selected making the total come to 180 respondents. Questionnaires given to teachers and head teachers and interview schedule on the SCEO were the data collection instruments. In order to establish the content validity of this study’s measuring instrument, the researcher used a panel of experts in the field. Descriptive analysis in form of counts, and percentages, and inferential analysis in the form of Pearson correlations test were employed in data analysis. The data was then presented in tables, and graphs. The results show: unavailability of learning and teaching resources; lack of physical resources; lack of teacher training; and large class sizes had had a pointedly negative influence on inclusion of physically challenged learners in public primary schools in Kuria East Sub County. The study recommends that public primary school management guarantees that adequate teaching and learning resources are available to make sure that physically challenged learners get the obligatory education that would help them compete with their less challenged counterparts. Teachers coupled with public primary school management should initiate dependable in-service training to guarantee the attainment of appropriate knowledge and skills that would accordingly help teachers develop positive perception and efficacy towards real inclusion of physically challenged learners. Public primary school management should ensure that the recommended Ministry of Education teacher pupil ratio of one to 30 pupils is upheld to nurture quality education and endorse positive and effective inclusion of physically challenged learners.en_US
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.titleThe School Based Factors that Impact Inclusion of Learners with Physical Disabilities in Public Primary Schools in Kuria East Sub- County of Migori County- Kenyaen_US
dc.typeThesisen_US


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