Challenges Facing Implementation of Inclusive Education in Public Primary Schools in Nyeri Town, Nyeri County, Kenya

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Orodho, John Aluko
Mwangi, E.M.
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The thrust of this study was to examine the challenges facing the implementation of inclusive education programme in public primary schools in Nyeri town, Nyeri County. The study had three fold objectives, namely(i) to find out the status of implementation of inclusive education in Nyeri town, Nyeri county;(ii)To analyze the factors hindering the implementation of the inclusion process for all the school-going-age children and, (iii) to establish the plausible solutions to the challenges facing implementation of special needs education curriculum. It was premised on the classical liberal theory of equal opportunities advanced by Sherman and Wood (1982). A descriptive survey research design was utilized in Nyeri County, Kenya. The study employed a stratified random sampling technique to draw 80 respondents comprising 12 headteachers, 60 teachers, and 8 education officials in the study locale. The main research instruments used were questionnaires and observation checklists. The major findings were that, first, physical and critical teaching learning resources were either inadequate or were quite dilapidated. Secondly, there were inadequate specialized teachers to handle the special needs education curriculum. Third, there were several socio-economic and cultural variables that constraints effective teaching and learning in most sampled schools .It was recommended that since the named constraints were negatively affecting access and quality of education Nyeri County, the Government of Kenya through the Ministry of education should put in place adequate and appropriate physical and human resources to enhance the implementation of SNE not only in the in the study locale but all other areas experiencing similar constraints
Physical resources, teaching learning resources, special needs education, Nyeri County, Kenya
Journal of Education and Practice ISSN 2222-1735 (Paper) ISSN 2222-288X (Online) Vol.5, No.16, 2014