Opinions of Primary School Teachers Towards Inclusive Education in Central Kenya
Loading...
Date
2018
Authors
Chomba, M. Wa Munyi
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
The primary purpose of this study was to determine the opinions of primary school teachers towards inclusive
education in Central Kenya. The sample size (N=500) represented all the teachers in the study area pursuing a
diploma course in special needs education at Kenya Institute of Special education (KISE) through distance
learning, and therefore, inferential statistics was not necessary. Teachers’ opinions were reported by
questionnaire designed specifically for this study while from this instrument answers to the six research
questions were also sought. Data analysis in this study was conducted using the statistical analysis software
(Statistical Package for Social Science, SPSS version 11.5 for windows). The specific analysis included the
descriptive data and cross-tabulation yielding the chi-square statistics. All the data were reported in form of
descriptive Statistics-percentages, frequencies and mode where applicable. The results of the study revealed that
teachers’ perceptions towards inclusive education in Central Kenya were positive. In addition, respondents
strongly agreed that in order to prepare teachers for inclusive education, in-service training programs were
needed (M=4.64). Further, they expressed the view that students with special needs had the right to receive
education in mainstream classes (M=4.49). However, the statement that the country was not ready for inclusive
education was rated low (M=2.44) implying that respondents disagreed with the statement.
Description
A research article published in Journal of Education and Practice
Keywords
Opinions, Inclusion, Inclusive education, Special Needs Education, Teachers
Citation
Journal of Education and Practice. Vol.9, No.7, 2018