Effectiveness of Approaches Used in the Implementation of Inclusive Education Programmes By Sight Savers International and Leonard Cheshire Disability in Kenya
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Date
2023-05
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Publisher
Kenyatta University
Abstract
This study sought to determine the efficacy of approaches employod by Sight
Savers as well as Leonard Cheshire Disability in iienya to implemlnt inttusive
education programs. The study sought to determine how teachers were prepared
to support inclusion, examine what changes were made to the curriculum tomeet
the diverse needs of leamers, examine how the instructional resources met the
diversb needs of learners, determine the suitability of the teaching and learning
techniques used in supporting the various needs and learning styGs of leamer{
and evaluate what was done to make the environment suitab'ie for learners with
disabilities. Adopting the classical Liberal Theory of Equal opportunity, the
study used mixed methods to collect quantitative urO quuiltutive'data.
Quantitative data was collected from teachers using quesiionnaires while
qualitative data was collected from head teachers, -uriug.rr, coordinators and
learners using interview schedules, focus group discussio-ns and anobservation
gghedule. The study targeted 8 schools focusing on learners in standard 4 to g in
Nairobi city and Homabay counties. A total of tOO learners in inclusive public
primary schools, 8 head teachers, 80 teachers, 2 managefs and 2 coordinators
(one from each of the selected inclusive education p.ogiu*..s) were sampled.
The participants in this research were selected using both random and purpoieful
sampling. To increase the validity and reliability of the data coilection
instruments, research tools were piloted at one primary school in Nairobi city
county and verifie{by professional judgmeni of supervisors, departmental
lecturers, and peers. The test-retest proCedure was also used to proveieliability.
Quantitative data was analysed using descriptive statistical methods, which were
computed in frequencies and percentages and presented in frequency tables and
graphs, while qualitative data was consolidated aocording to themes and
analysed using NVIVO qualitative software. Verbatirn narrati,on anu a thematic
approach were used to analyse qualitative data. The study revealed that
educational materials were mostly for regular leamers with few specialized
resources, and that teachers were not well prepared to teach in inclusive
classrooms. Moreover, the available resources were insufficient and unevenly
diskibuted with some of the specialized resources being inoperative. The study
also. found that the prevailing environment was not friendiy to learners with
disabilities. The study recommends retraining of teachers and reviewing the
presenl training curricula to ensure that all teichers are knowledgeable about
special needs education and adopt effective pedagogy for learners with special
needs. The study recommends that an appropriaie tool be developed to
determine who should receive teacher educa-tion iraining in special needs. It is
recommended that assistive technology and timely availability of appropriate
and pertinent leaming resources are availed to learners with disibilities. In
addition to increased capitation for learners with disabilities, the study also
recommends that learner-friendly environments be created in schools. The study
also recommends that guidelines and policies for inclusive education bL
developed. It is hoped that the findings of this study will serve as a wake-up call
to the Government and all stakeholders in Special i {eeds Education to inteivene
in the provision of education for learners with disabilities in mainstream schools
to ensure that the curriculum and learner resources do not disadvantage them.
Description
A Research Thesis Submitted in Partial Fulfilment of
the Requirements for the Award of the Degree of
Doctor of Philosophy in Special Needs Education, In
the School of Education and Lifelong Learning of,
Kenyatta University