Influence of Pre-School Teachers’ Early Identification of Learners with Special Needs in Public ECDE Centres in Keiyo South Sub-County, Kenya
Loading...
Date
2020
Authors
Keitany, Sally
Moses, Kapkiai
Kiprop, David
Journal Title
Journal ISSN
Volume Title
Publisher
Open Access Publishing Group
Abstract
Inclusive education is an issue of social and policy significance in the education system.
Apparently, the implementation of the inclusion policy appears with statistics showing
that less than 10.0% of special needs children have been enrolled in pre-schools in Keiyo
South Sub County, Kenya. The purpose of this study was to investigate the influence of
pre-school teachers’ identification of learners with special needs in public ECDE centres
in Keiyo South Sub County, Elgeyo-Marakwet County, Kenya. The target population
involved 247 teachers from 153 public pre-schools and 5 Sub County ECDE programme
officers. A sample size of 151 of pre-school teachers and 5 ECDE field officers were
selected to participate in the study through cluster sampling technique. The instruments
used in this study were a questionnaire and the interview schedule. Results showed that
pre-school teachers had moderate competencies in identifying learners with special
needs in public pre-primary centres in Keiyo South Sub County, Kenya. There is need for
pre-school teachers to be provided with training to gain skills on early identification of
SNE learners to enable appropriate early interventions to be provided.
Description
A research article published in European Journal of Special Education Research
Keywords
early identification, special needs, pre-primary, teachers
Citation
European Journal of Special Education Research. Vol. 5, No 4, 2020