Teacher's attitudes towards inclusion of learners with hearing impairement in regular schools in Kiambu, Nyandurua, Kirinyaga and Murang'a counties
Kiriungi, Lucy Nyambura
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Development in thinking and practice in inclusion indicate that the issue is now at the heart of policy and planning in education throughout the world, and is a central part of the movement towards Education for All. The Government of Kenya and development partners have put a lot of efforts in ensuring that all learners with Special Needs and disabilities receive appropriate Education. This study investigated the teachers' attitudes towards inclusion of learners with hearing impairment in regular schools in Kiambu, Nyandarua, Kirinyaga and Murang'a counties. Literature was reviewed on factors affecting inclusion of learners with hearing impairment in regular schools in Kenya, Africa and other parts of the world. Survey research design was employed. The study targeted a population of 19,500 teachers from special units and regular. schools. Random sampling methods were used to arrive at the sample size of 400 teachers. Data was collected using a five point likert scale questionnaire. The study revealed that majority of the teachers have positive attitudes expected for implementation of inclusive education in Kenya. However teachers revealed that they would face serious problems in communication, teaching strategies, workload and lack of audiological equipment. The study recommended that, training of teachers in Special Needs be intensified to address communication; teaching and learning strategies appropriate for learners with hearing impairment, environmental restructuring and community involvement be effected. Finally, further research be carried out to assess the extent to which other barriers have contributed to non-inclusiveness of education of learners with hearing impairment and giving the first priority to those who are hard of hearing.