Determinants of Teachers’ Preparedness towards Implementation of Inclusive Education in Lower Grade Primary Schools in Awendo, Migori Kenya
Owino, Clifford Otieno
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This study focused on implementation of inclusive education in lower grade primary schools with the main objective of establishing determinants of teachers’ preparedness. In reference to policy of inclusive education, it is critical that teachers are knowledgeable and skilled on inclusive education. In view of this, the study therefore purposed to establish the determinants of teachers’ preparedness to implement inclusive education in lower primary schools in Awendo, Migori County, Kenya. The study would be useful to teachers dealing with learners living with special needs in education. The study was premised on Vygosky’s Social Development Theory as the theoretical underpinning with a concept of Zone of Proximal Development which maintains that students can learn abstract ideas through the help of informed others. Descriptive survey design was adopted for the study. The study was carried out in Awendo, Migori County, Kenya. The study targeted all lower grade primary teachers in the mainstream schools with special units. Multi-case sampling technique was used to come up with 9 (30%) of 30 targeted schools. Stratified, simple random sampling and Purposive sampling techniques were used to sample the respondents to come up with 37 subjects comprising an education officer, school heads and lower primary teachers. Questionnaires for teachers and school heads, interview schedules for teachers, heads of schools and education officers as well as Observation checklists were used to collect data. A pilot study was carried out in two schools which did not form part of study size. Validity was attained by analyzing content and instruments accepted as reliable after test re-test. The statistical package for social sciences was used to prepare and organize data for analysis. Quantitative data from questionnaires was analyzed through descriptive statistics while qualitative data from interviews and checklists was analyzed thematically by coding of the responses in the coding frame, interpreted then inferential statistics employed. Hypothesis was tested using Pearson’s correlation at a significant level of alpha 0.05. Findings revealed that there is only a small number of teachers trained in special needs education at (4%) degree and (26%) diploma as compared with the number of schools with special units and as a result most of the schools still lack a single teacher trained in special needs education. There is no policy guiding the implementation of inclusive education in the lower grade primary and therefore teachers found it difficult controlling classes full of many learners with different types of disability In a single class in addition to other learners without special needs in education and majority of teachers are still in denial concerning the inclusion education rolled down to regular schools. In conclusion, the ministry of education has done very little towards preparing teachers for inclusive education at the lower grade primary school. The main recommendation is that the ministry of education to ensure inclusive disability type specialization by participating schools and conduct mass training to get enough teachers for all schools with special units.