An assessment of the efficiency in the provision of inclusive education in public secondary schools in Rongo District, Migori county, Kenya

Abstract

The central problem of this study was to investigate and give an understanding of the situation on the ground about the efficiency in inclusive education at the secondary school level in Kenya. The objective of this study was to find out the approaches used in handling students with special needs in integrated regular classrooms to uncover the efficiency and effectiveness of the strategies used in teaching and to evaluate these strategies. The research adopted a case study of secondary schools in Rongo district and targeted all the 34 public secondary schools in the district. The sample consisted of 5 students with special educational needs per school. This is 10.0% of the target population. The study involved principal, teachers, students with special needs and an interview for the district education officer (DEO). Data was collected using interviews for the principals, questionnaires for the students with special needs and an interview for the education officer (DEO). Data collected was analyzed through the use of statistical package for social science (SPSS). Qualitative data was analyzed by arranging them according to the main objectives, research questions and after that inferences, conclusions and recommendations were drawn according to the research questions and objectives. The study established that school heads were facing major challenges in the implementation of inclusive designs, lack of text books for special education needs, inadequate funds and lack of trained teachers in the required special educational skills as teachers have not been trained on such skills. This has affected efficiency in the provision of inclusive education.