Teachers’ perception on integration of inclusive education for conducive learning in primary schools in Uasin Gishu County, Kenya

Abstract

Success in integration of inclusive education is contingent on a number of aspects such as teachers’ positive attitudes, learning resources, physical facilities and support from the non-teaching staff. The problem is that despite this understanding integration remains problematic with most hardly achieving the basic learning environment of inclusion. The purpose of the study was to examine teachers’ perception on integration of inclusive education for conducive learning in primary schools in Uasin Gishu County, Kenya. The objectives of the study were to: firstly, Explore teachers’ perception towards integration of inclusive learning in primary schools for conducive learning. Secondly, Establish teachers’ perception towards the use of learning instruction resources in inclusive education for conducive learning in primary schools. Thirdly, find out the types of physical facilities available for conducive learning primary schools in Uasin Gishu and lastly, to assess the extent that teachers are prepared in supporting learners in inclusive education for conducive learning. The research employed the Lev Vygotsky theory of Zone of Proximal development, to embed its principles to the study. A descriptive survey research that adopted a quantitative and qualitative approaches. Krejcie and Morgan formula obtained a sample size of 152 schools from a target population of 250 schools that were stratified then proportionate and simple random sampling applied to pick individual schools. Respondents included Chief of Academics Officers and Head teachers. Data was collected using the questionnaire, interview schedule and an observation checklist. Collected data was analyzed quantitatively using descriptive statistics, that comprised of percentages and frequencies. Besides qualitative data was analyzed thematically. Findings revealed that a significant portion of the respondents, 63 (42%), strongly agreed that children with emotional and behavioral issues should be educated in mainstream classrooms, provided they receive adequate support. Students with physical impairments in these schools faced functional challenges, including difficulty writing with a pen, slower writing speed, involuntary head movements affecting their ability to read standard print, and problems with turning pages and manipulating learning resources. Majority 55 (36.7%) and 60 (40%) were of the opinion that available classrooms were not enough. Findings further showed that 50 (33.3%) and 70 (46.7%) strongly disagreed and disagreed respectively that there were enough support systems for learners with physical disabilities in the school. Qualitative data revealed the presence of students with special needs in primary school environments. Several teachers’ expressed confidence in their capacity to instruct students with mild behavioral disorders alongside their typically developing peers. The attitudes held by educators toward students with special needs play a pivotal role in shaping the outcomes and efficacy of their teaching practices. Additionally, a head teacher highlighted the viability of inclusive education within mainstream classroom settings. The study concludes that teachers in Primary schools in Uasin Gishu County are inadequately trained to manage inclusive education classrooms, inadequate teaching and learning resources in the schools posed a major challenge in the implementation of inclusive education in in Uasin Gishu County, most of the physical facilities in the sampled schools were highly unsuitable for inclusive education. The findings will provide insights to the policy makers and guide them in the development of more tailored and effective policies to enhance inclusive practices in schools. The study recommends for teacher in service training and pre - training to equip teachers-with skills, required for inclusive classrooms, secondly, the Ministry of Education to partner with the Non-Governmental institutions to establish right infrastructure for inclusive education.