Challenges Of Inclusive Education-in Kenya A Case Study of Selected Primary Schools in Myita Division, Mombasa District, Kenya.

ABSTRACT This study was carried out in Mvita division, Mombasa district, Kenya with an intention to determine the outstanding challenges of Inclusive Education in Kenya. A descriptive survey design was employed since the whole study was about explaining a scenario / an event or occurrence. Questionnaires and interview guides were employed and these were dispensed to the respondents who had been purposively chosen. Data was later on processed, analyzed and presented in percentages and frequency distribution tables. The findings revealed that there were quite a number of challenges to Inclusive education program and such included the tillowing among others; the dull curriculum where the interests of learners were not catered for, inadequate physical facilities, the ever growing population posing threat on the enrolment rates, less government concern through supervision and inspection, corruption and embezzlement, un congenial home environment, and cultural practices among most traditional settings. It was recommended that both the government and the schools be involved in addressing the challenges of Inclusive Education through; regular assessment of learners by the teachers in schools, strengthening parent- teacher associations, provision of bursaries to learners most especially those stemming from humble background families, proper guidance and counseling services to learners by the teachers and other authorities concerned, more recruitment of qualified teachers and effecting an increment in teachers’ salaries, provision of scholastic materials like text books to make learners have a wider exposure in learning and improvement in teaching methods so as to suite the interests of learners.

TABLE OF CONTENTS

DECLARATION

APPROVAL

DEDICATION

ACKNOWLEDGEMENTS iv

TABLE OF CONTENTS v

LIST OF TABLES viij

LIST OF FIGtJRES lix

ACRONYMS x

ABSTRACT xi

CHAPTER ONE 1

INTRODUCTION 1

1.1 Background to the study 1

1.2 Statement ofthe Problem 2

1.3 Theoretical perspective ofthe study 3

1.4 Objectives ofthe Study 4

1.5 General Objective: 4

1.6 Speqjlc Objectives 4

1.7 Research Questions 4

1.8 Sign~icance ofthe study 5

1.9 Scope ofthe Study 6

CHAPTER TWO 7

LITERATURE REViEW 7

2. 1 Introduction 7

2.2 Definitive review ofInclusive Education 7

2.3 Challenges ofInclusive Education 7

2.3.2 Improper Curriculum 8

2.3.3Interests and attitude oJ’leurners 10

2.3.4 Financial Dj.fJlculties 12

2.3.5 Supervision and In.spection 13

2.3.6 Uncongenial Home Environment.13

2.3.7 Physical Facilities 17

2.3.8 Inadequate trained teachers 18

2.4 Conceptual Framework 21

CHAPTER THREF 23

METHODOLOGY 23

3. 1 Introduction 23

3.2 Research Design 23

3.3 Research Environ!nL’nI /Areci ofStudy 23

3.4 Sample Selection and Size 23

3.5 Data Collection tools 24

3.6 Data collection Procedure 25

3.7 Data presentation andAnulysis 25

3.8 Qualitative Analysis 25

3.9 Ethical (onsiderations 26

3.10 Limitations 26

CI-IAPTER FOUR 27

4.0 DATA PRESENTATION, ANALYSIS AND DISCUSSION OF THE FINDINGS 27

4.1 Introduction 27

4.1 .1 Regular Assessment ofLearners 35

4.1.2 Offer ofIncentives or Rewards (like bursaries,) to Bright Learners 36

4.1.3 Offering Guidance and Gounseling Services 36

4.1.4 E,nploying Quail/led Teachers 37

4. I .5 Salary increment 37

4. 1 .6 Provision c./ .Wik)i(L~IW Mcthrlots 37

4.1.7 Infrastructurul Development 38

4.1.8 Motivation of Pupils 38

4.1.9 Improved Teaching Methods 38

4.1.10 Over view qfthe findings 40

CHAPTER FIVE .41

RECOMMENDATIONS AND CONCLUSIONS 41

5.1. Introduction 41

5.2 Conclusion 41

5.3 Recommendations 42

5.4 Areasforfurther Study 44

REFERENCES 45

APPENDICES 48

APPENDIX I 48

APPENDIX 11 49

QUESTIONNAIRE FOR TEACHERS AND HEAD TEACHERS 49

APPENDIX III 53

BUDGET FOR CONDUCTING RESEARCH 53

APPENDIX IV 54

WORK PLAN FOR THE RESEARCH STUDY 54