Barriers to successful implementation of inclusive education for learners with hearing impairments in public day primary schools in Murang'a county, Kenya

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dc.contributor.authorNgugi, Charity Wanjiku
dc.date.accessioned2014-09-05T12:54:57Z
dc.date.available2014-09-05T12:54:57Z
dc.date.issued2014-09-05
dc.descriptionDepartment of Early Childhood Studies, 92p. 2014, LB 1042.76 .K4N42en_US
dc.description.abstractThe study investigated barriers hindering implementation of inclusive education for learners with hearing impairments (LHI) in selected public primary schools in Murang'a County, Kenya. The Five schools selected purposefully were Gatuya, Kiboi, Njumbi, Saba Saba and Kirunguru primary schools. The sample size consisted of 51 participants selected through probability and non-probability techniques. The distribution of the sample included 5 head teachers, 15 teachers, 5 education officers, 15 parents and 11 LHI. The researcher collected qualitative and quantitative data using questionnaires for each of the stakeholders involved. The data collection tools were based on the study objectives. The reliability of the tools was tested using Spearsman Rank Order formula using split-half techniques where the correlation co-efficient was 0.8 during piloting at Mukubu primary school in Kiambu County. Qualitative data was put under themes consistent with the research objectives. Quantitative data was analyzed through descriptive statistics such as tables and pie charts. Other forms of collected data was assigned codes and grouped into categories to match the variables and analyzed using the descriptive statistics. The study established that the major factors hindering the implementation of inclusive was lack of funds to cater for school management and development, lack of trained teachers in special needs education in the area of hearing impairments, and teachers' /parents' attitude towards inclusive education. Regarding the adjustments of systems to accommodate LHI, the study established that only minimal adjustments were made in the schools hence making learning for LHI unfavourable, The study also revealed that there was inadequacy of resources both in EARC and schools therefore inappropriate assessment of learners with hearing impairment could occur leading to wrong placement. It was established that learners with profound cases performed poorly due to the constant transfers from regular schools to special schools and vice versa. The study also established that there was minimal collaboration from the stakeholders and majority of them preferred learners with hearing impairment to be placed in special schools. The study recommends that: only learners with severe impairments should be retained in special schools while those with mild impairment should learn in regular schools since the government has currently allocated more funds to purchase learning/teaching materials in special schools; the government through Ministry of Education should organize campaigns to sensitize all community members on importance of educating learners with hearing impairment; the Ministry of Education should provide adequate facilities to EARCs to improve the assessment and placement processes in all centres; among other recommendations.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/11183
dc.language.isoenen_US
dc.titleBarriers to successful implementation of inclusive education for learners with hearing impairments in public day primary schools in Murang'a county, Kenyaen_US
dc.typeThesisen_US
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