An Assesment Of The Kenyan Policy On The Implementation Of Inclusive Education In Public Primary Schools; A Case Of Selected Schools In Nyangeta Zone, West Kisumu District, Nyanza Province

ABSTRACT

A study on Assessment of the Kenyan policy on the implementation of inclusive

education in publlc primary schools was carried out in Nyangeta zone, was

carried out with the purpose of assessing process and progress indusive

education in Kenya. The following objectives guided the study to establish

whether the school facilities and curriculum have been modified to accommodate

the special needs learners. To find out if indeed the stakeholders in the

implementation ofindusive education have been prepared to undertake the task.

To find out if there is any form of collaboration during the implementation

process. To identify during the challenges faced by the implementers of inclusive

learning in Kenya.

The population studied consis’ted of 24 general education teachers, 6 Head

teachers, 3 resource room teachers, 2 language specialis’ts, 4 psychoIogt~ts, 2

Braille teachers. Methods used in the assessment were mostly qualitative given

the nature of the research topic, although observation and quantitative ana/ysi~

had to be used in some situations. Data was obtained from 2 sources particularly

primary data from the responses of the study population and secondary data

from the textbooks. Findings from the study revealed that the implementation of

indusive education had not done very much to prepare its teachers to prepare

the teachers for tht~ innovation. But it was also discovered that many general

dassroom teachers have responded by going for upgrading with a spedalization

in both special needs education and guidance and counsellng. It was also

discovered that some of the school facilities had been modified and some

special facilities had been modified and some special facilities had been

acquireo’, a/though some were still lacking and inadequate. ThLc was challenging

both the teachers and learners in an indusive setting. It was also established

that some teachers were still struggllng to adjust to the innovation and therefore

they could not effectively restructure their curriculum and instructional

approaches but instead complained~

Another finding showed that somehow the roles of some stakeholders were in

conflict particularly those of parents and therefore this~ was a challenge to the

collaboration of the imp/ementers. The following were recommendea~

paftnershi~ among the stakeholders in the implementation to involve speciallsts

from many professional discIole% Teacher development and continuous support

for dassroom teachers. Put emphasis on the modification of the general

education environment