Hinderances to Successful Inclusion of Learners with Autism Spectrum Disorder: A Case Study of K. K. Lumbi Primary School, Meru County, Kenya
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Date
2024-05
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Publisher
Kenyatta University
Abstract
This study looked at inclusive education for children with autism spectrum disorder at K. K. Lumbi Primary School in Tigania West, Meru County, Kenya. The school was purposively sampled because it is among the first school to practice inclusive education for children with autism spectrum disorder in Tigania West sub-county. The objectives were to: establish environmental resources available for inclusion to cater for children with autism spectrum disorder at K. K. Lumbi Primary School, establish teaching strategies and curriculum support systems that are offered to children with autism spectrum disorder in K. K. Lumbi primary School, analyze various collaborative team commitments among personnel in service provision for inclusion of children with autism spectrum disorder, and examine attitudes of the school community towards the inclusion of learners with autism spectrum disorder at K.K. Lumbi Primary School. A case study design was adopted for this study. The sample comprised 15 individuals, including one (1) headteacher, 13 teachers, and one (1) curriculum support officer in charge of Special Needs Education in the sub-county. Quantitative and qualitative methods were used. A questionnaire and interview schedule were used to collect data. Piloting of the instruments was done at a public primary school in Tigania West because it is a public institution with a special unit, pre-school, regular primary school. Quantitative data was analyzed using frequencies, means, chi-square tests, and Fisher’s exact tests, and presented in Tables. Qualitative data was analyses thematically and presented through narrations. Although (69.2%, n = 9) of teachers stated that the school had some special facilities for learners with autism, the resources identified were those used by the general learner other than those specifically designed for those with autism. The majority of teachers (76.9%, n = 10) was not convinced that the methods used currently in instruction were effective for learners with autism. The majority (84.6%, n = 11) had not attended an in-service training on SNE, and the headteacher mentioned they had no ministry guideline on how to handle learners with autism. Although 69.2% (n = 9) of teachers were enthusiastic about having learners with autism in regular settings, nearly all (92.3%, n = 12) felt there should be specialized units for such pupils. The study recommends for the government and other relevant stakeholders to ensure the school has needed facility to facilitate the inclusion of learners with autism. The Kenya Institute of Curriculum Development should consider restructuring the curriculum to make it more adaptable to the needs of learners with autism.
Description
A Research Thesis Submitted In Fulfillment of the Requirements for the Award of the Degree of Masters of Education in the Department of Special Needs Education at Kenyatta University, May 2025.
Supervisors
Stephen M. Noka
Mathenge Irungu