Factors affecting implementation of inclusive education for children with special needs in primary schools in Mathioya Division, Muranga District, Kenya

Abstract

The goal of inclusion has been not to erase differences, but to enable all students to belong within an educational community that validates and values their individuality (Stainback et al 1994). Therefore, it is worth noting that inclusive education call for making children with disabilities to participate fully in all activities within a regular school. This requires a change in the factors, which affect it implementation such as curriculum, environment, policies for handicapped children, education, support services attitudes among other things (UNESCO 1994). These factors seemed to be the area of concern in this study to find out how they influence implementation of inclusive education. The study reviewed literature to support the research purpose. Through the literature review it has been observed that inclusion has become one of the contentious issues in the field of education to day (Westwood 1997). The study adopts a descriptive study. The target population was all the 55 public primary schools in Mathioya Division, Murang'a District, all teachers, all head teachers and Area Education Officers. Sampling was done which selected and included all regular primary schools with special units purposively. Data collection instruments included a likert type questionnaire and both open and closed questions which gave room for opinions. The researcher used ANOVA and t-test for testing the hypothesis and to compare means. The researcher too used percentages and mean to describe the data.