Implementation of inclusive education practices in regular Primary schools in Kisumu east sub-county, Kisumu county, Kenya

Abstract

Inclusive Education requires general education schools to restructure and reorganize their practices and routines to accommodate students with disabilities. Baseline survey conducted in 2017, indicated that between 2012- 2016, 10(20.81%) out of 49 regular primary schools in Kisumu East sub- County practice Inclusive Education while in the neighbouring sub- counties, Kisumu Central sub –County had 12 (40%) primary schools out of 30,Kisumu West sub- County 39 (43.82%) schools out of 89 schools, Nyando sub – County 41(41.14%) schools out of 99 schools practicing inclusive education. The ten regular primary schools that practice inclusive education by design in Kisumu East Sub County were not practicing inclusive education to the extent that was expected. The reason for this was not known. This was a clear indication that implementation of inclusive education practices in regular primary schools in Kisumu East sub – County was still an area of concern. Purpose of the study was to examine extent of implementation of Inclusive Education practices in Regular Primary Schools in Kisumu East sub County. Objectives of the study were to: establish the extent of implementation of environmental adaptations in Regular Primary Schools, establish the extent of implementation of curriculum differentiation in Regular Primary Schools, determine the participation of learners with special needs in Regular Primary Schools; and examine the extent of implementation of Individualized Education Plan in Regular Primary Schools. The Organizational Readiness Theory by Weiner (2009) guided this study. The study used descriptive survey research design. Target population was200 teachers, 49 head teachers, 1 Curriculum Support Officer and 100 learners with special needs (class 4-8). Simple random sampling technique was used to select 60 teachers and 30 learners with special needs while purposive sampling technique was used to select 10 head teachers and saturated sampling technique was used to select 1 Curriculum Support Officer. Purposive sampling technique was used to select ten Regular Primary Schools out of the 49 Regular Primary schools in Kisumu East sub- County. Data was collected using questionnaires, interview schedule and observation checklist. Construct and content validity were ascertained by experts in the Department of special needs education, Maseno University. A pilot study was carried out in one school not part of the study. Reliability of the instruments was calculated by test-retest method using pearsons „r‟ of 0.7and above. Test-retest of the instrument for teacher questionnaire in the pilot study yielded a reliability coefficient of 0.82. Quantitative data was analyzed using frequency, percentages and means.Data collected through interview schedule was transcribed, organized into themes, categories and sub- categories and reported in an on-going process. Findings of the study revealed the extent of environmental adaptations to a small extent as it registered an overall mean rating of 1.70. The small extent implied inaccessibility and barrier to learners with special needs. Findings on curriculum differentiation had overall mean rating of 1.90. This implied that the curriculum was unresponsive to learner‟s diversity. Participation of learners with special needs registered an overall mean of 1.89 implying unsuccessful and non-beneficial learning experiences and outcomes. Individualized Education Plan Usage had an overall mean of 1.74 implying non-existent usage of IEP. The results of the study may be used by Kenya Institute of Curriculum Development (KICD) and Ministry of Education, Science and Technology (MoEST) as a guide in restructuring education delivery programmes. The study recommends restructuring the regular school environment, rearranging the curriculum by KICD to be responsive to learner‟s diversity, recognition of each learner‟s potential and emphasis on collaboration in making IEP and its usage in regular primary schools.