Factors influencing the integration of pupils with special needs in an inclusive setting: A survey of primary schools in Tinderet Sub-County, Kenya

Abstract

The debate about inclusive education has been lessened in many parts of the world and the society in Kenya is trying to digest into the education system the integration of pupils with special needs in an inclusive setting. Despite all these efforts there are still some challenges that affect inclusive education in our society from international level to local level. The purpose of this study was to investigate factors that influence the integration of pupils with special needs in an inclusive setting. The specific objectives of the study were to determine how teacher training, suitability of physical facilities used, teacher perceptions on inclusive education and the support strategies used by school administrators for pupils with special needs influence inclusive education. The findings of this study would help teachers and school administrators strengthen the implementation of inclusive education by correcting any unfavorable attitudes, modifications, provision of resources and improve support strategies in the schools. Education administrators would benefit in the findings and would take appropriate actions for proper implementation. This would lead to improved education for all (EFA). It was hoped the study would provide a significant source of reference to school head teachers, teachers and other stakeholders on integration for pupils with special needs in an inclusive education set up. The study adopted the theory of Multiple Intelligences (MI) (2007). The research adopted a descriptive survey research design to carry out the study since it involved the study of various entities. To ensure adequate representation, a target population of 240 teachers and 40 PTA representatives were used. A sample of 120 teachers and 20 PTA representatives were chosen for the study. The results of the piloting indicated reliability of 0.803 was which is above the 0.70 threshold. This was in agreement with recommendation of Mugenda and Mugenda, (2003). The instrument was pilot tested to improve its validity and relevance of the objectives of the study. The questionnaires and the interview schedules were scrutinized for errors and omissions, ambiguity, legibility and relevance. The data collection instruments used were questionnaires and interview schedules. The data collected was analyzed using both quantitative and qualitative methods. The instruments were piloted in one of the schools in Tinderet sub-county which was not included in the study. Data analysis was done by use of frequency tabulation and percentages. The study findings indicated that most of the teachers were not trained in special needs education and did not frequently attend inservice courses and workshops on special needs education. Further, hearing aids, visual aids, brails and wheelchairs were not available in most of the schools while demonstrations and crutches were available and suitable in most of the schools. The study further indicated that teachers believed that pupils with special needs could not interact with other pupils. Further most of the school administrations rarely supported students with special needs as they rarely provided the necessary resources, clarified to the teachers on how to handle them and they rarely motivated teachers. This study is very significant to the Ministry of Education in the development of policies on inclusive education in Kenya.