Assessment of Availability and Use of Teaching and Learning Resources for Retention of Learners with Special Needs in Regular Primary Schools in Dadaab Sub-County, Kenya

The status of implementation of inclusive education in terms of availability and use of teaching and learning resources for retention of learners with special needs in Garissa County was unknown. Inclusive education refers to a situation where learners with disabilities and special educational needs have full membership in age-appropriate classes in their regular neighborhood schools with appropriate supplementary aids and support services. Records from Educational Assessment and Resource Centres (EARC) Garissa County revealed that there was a decline in the retention rate of learners` admitted. For example, in the year 2014, the retention rate was 37 learners (45.7%), 2015 (114 learners, 38.0%), 2016 (43 learners, 28.9%), 2017 (35 learners, 31.5%) and 2018 (41 learners, 23.7%). The purpose of the study was to assess the status of implementation of inclusive education practices for the retention of learners with special needs in regular primary schools in Dadaab sub-county. The specific objective of the study was to establish the extent to which the availability and use of teaching and learning resources affect the retention of learners with special needs in regular primary schools in Dadaab sub-county. The study adopted a descriptive survey research design. The target population comprised 26 head-teachers, 78 teachers, 300 learners with special needs, and 4 education officers. Saturated sampling technique was used to select 23 head-teachers, 70 teachers, 100 learners with special needs, and 4 education officers. Instruments for data collection were questionnaires, interview schedules and observation schedules. Quantitative data were analyzed using frequency counts, percentages, and mean. The findings of the study indicated that the availability and use of teaching and learning materials were inadequate (mean= 2.18). The study concluded that the low retention of learners with special needs as a result of the availability and use of teaching and learning materials to a small extent. The study recommended that the country and national government should ensure that there is adequate provision of teaching and learning resources to enhance learning for learners with special needs. The budget for materials should be enhanced. The study also recommends to non-governmental organizations to assist regular primary schools to access teaching and learning materials that can be used by learners with special needs.

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USAGE OF SELECTED RESOURCES FOR INCLUSIVE EDUCATION IN MAINSTREAM PRIMARY SCHOOLS: ISSUES AND CHALLENGES FROM A KENYAN PERSPECTIVE

Problems of Management in the 21st Century ◽

10.33225/pmc/13.08.16b ◽

2013 ◽

Vol 8 (1) ◽

pp. 16-24

Author(s):

Pamela Buhere ◽

Pamela Ochieng

Keyword(s):

Special Needs ◽

Inclusive Education ◽

Primary Schools ◽

Survey Design ◽

School Setting ◽

Learning Resources ◽

Head Teachers ◽

Regular Teachers ◽

The Government ◽

Teaching Learning

This study assessed the effectiveness of the use of selected teaching/learning resources in the implementation of Inclusive Education (I.E) for Special Needs Education (SNE) learners in mainstream primary schools. Focusing on the organisational effectiveness of the school management in meeting the needs of Special needs Learners, research questions explored the following: the availability of the selected teaching/learning resources, effectiveness of the use of available teaching /learning for Inclusive Education, challenges in the use of available teaching/learning resources and possible improvements with regard to the implementation of Inclusive Education for Special Needs Learners in mainstream primary schools. The study adopted a descriptive survey design. Out of 150 schools that had integrated Special Needs Learners in Bungoma Count, Kenya, 20% were stratified, proportionately and randomly sampled. Purposive sampling was used to obtain the participants; head teachers, regular, and special teachers. The sample comprised of 30 head teachers, 120 regular teachers and 8 special teachers (total 158). Data were collected using questionnaires for 30 head teachers, 120 regular teachers, interview schedules for 8 special teachers and observation schedule. Data was analyzed using descriptive statistics. The study findings reveal that the integration of inclusive education has not been accompanied by support structures; educators lack the knowledge in handling the available resources, the available learning resources are inadequate and inappropriate. The study recommends that Ministry of education and school managers can implement inclusion smoothly and effectively through a variety of vehicles including in-service opportunities, professional support groups, mentoring activities, monitoring the degree of collaboration between general and special educators and improving the school setting to accommodate learner diversity. In addition, the government should improve on funding to cater for facilities and modification of structures. Key words: inclusive education, special needs learners, teaching/learning resources.

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Teachers` level of support in the use of teaching and learning resources of learners who are physically challenged in regular primary Schools in Kisumu West Sub County, Kenya.

Advances in Social Sciences Research Journal ◽

10.14738/assrj.73.7832 ◽

2020 ◽

Vol 7 (3) ◽

pp. 92-112

Author(s):

Dorine Adhiambo Obara ◽

Charles Michael Were

Keyword(s):

Primary Schools ◽

Teaching And Learning ◽

Sampling Technique ◽

Drop Out ◽

Learning Resources ◽

Ministry Of Education ◽

Head Teachers ◽

The Government ◽

Physically Challenged ◽

Out Of School

The Government of Kenya made inclusive education a policy requirement in the provision of education to all children. Research has shown that the support given by teachers plays a very important role in curriculum implementation that ensures success in a child`s career. Education Assessment records in Kisumu county indicate that between the year 2012 and 2016, 846 learners who are physically challenged had been assessed and placed in regular schools in Kisumu West, Kisumu Central and Kisumu East sub-counties, out of which 246 had dropped out of school. However, Learners who are physical challenged often drop out of school more as compared to their regular counterparts particularly in Kisumu West Sub-County. The number of learners who are physically challenged enrolled in regular primary schools has been decreasing due to dropouts despite the fact that officers in Kisumu EARC conducted sensitization programs and workshops yearly for teachers and stakeholders in education. This decrease is confirmed at 138 (31.9%), which is higher as compared to the dropout of neighboring sub-counties namely: Kisumu East 31 (21.8%) and Kisumu Central 77(28.4%). Reason for this high dropout has not been established. The purpose of this study was therefore to establish teachers’ level of support in the use of teaching and learning resources of learners who are physically challenged in regular primary schools in Kisumu West Sub-County and objective of this study therefore was to establish teachers’ level of support in the use of teaching and learning resources of learners who are physically challenged. A conceptual framework was used to show the interaction of dependent and independent variables. The study adopted descriptive survey research design. Target population of the study consisted of 15 head teachers, 30 teachers, 6 EARC coordinators and 90 learners who are physically challenged. Saturated sampling technique was used to select 13 head teachers and 4 EARC coordinators, while purposive sampling was used to select 27 teachers and 81 learners who are physically challenged. Data was collected using questionnaires, interview schedules and observation checklist. Face and content validity of instruments was established through expert judgment and revision. Reliability of instruments was established through test-retest method on 10% of study population using Pearson’s product correlation. Reliability coefficient for head teachers questionnaire was 0.8, teachers’ questionnaires was 0.9; Learners who are physically challenged questionnaires was 0.7. This was above the accepted value of 0.7. Correlation coefficient analysis was used to establish teachers’ level of support in the use of teaching and learning resources f learners who are physically challenged. Quantitative data was analyzed using frequency counts, percentages and mean. Qualitative data from interview and observation schedules were collected, organized and categorized into themes and sub-themes, which were reported. Findings of the study indicated that most regular primary schools did not have adequate adapted teaching and learning resources required for learners who are physically challenged. The study recommended that Ministry of Education should ensure adequate supply of adapted teaching and learning resources, Findings of this study would be useful to teachers, EARC coordinators, and Ministry of Education.

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AN INVESTIGATION OF SCHOOL-BASED CHALLENGES FACING THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN THE PRIMARY SCHOOLS IN MALAWI: A CASE STUDY OF FOUR PRIMARY SCHOOLS IN ZOMBA DISTRICT

International Journal of Online and Distance Learning ◽

10.47604/ijodl.1316 ◽

2021 ◽

Vol 1 (1) ◽

pp. 16-47

Author(s):

Grames Chirwa ◽

Francis Lingolwe ◽

Devika Naidoo

Keyword(s):

Special Education ◽

Inclusive Education ◽

Primary Schools ◽

Teaching And Learning ◽

Ministry Of Education ◽

Head Teachers ◽

Special Education Needs ◽

Education Needs ◽

Education Science

Purpose: This study sought to investigate the challenges which schools are facing in implementing inclusive education in mainstream primary schools in Zomba district. Methodology: Qualitative research method which employed a case study design was used. Thirty-four participants were involved in this study. These were purposely sampled. Data was collected through interviews, documents review and classroom lesson observations to provide methodological triangulation. Data was analyzed using thematic content analysis method inductively. Results: The results of the study indicated that the implementation of inclusive education is facing a number of challenges such as ineffective orientation of head teachers and teachers to inclusive education, unavailability of teaching and learning materials for special needs learners in the mainstream schools, lack of special needs specialist teachers and lack of infrastructure suitable for the diverse special education needs learners. Unique contribution to theory and practice: The study recommended, that the Ministry of Education, Science and Technology officers, that is the District Education Managers and the Primary Education Advisors involved in the implementation of inclusive education need to ensure that there is effective orientation training of the head-teachers teachers and teachers on inclusive education. The Ministry of education, Science and Technology should provide teaching and learning materials for the special education needs learners in the mainstream schools.

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Educational and Digital Divides in Inclusive Education

Seminar.net ◽

10.7577/seminar.3476 ◽

2020 ◽

Vol 16 (1) ◽

pp. 17

Author(s):

Proscovia Suubi Nantongo ◽

Per Hetland

Keyword(s):

Special Needs ◽

Inclusive Education ◽

Teaching And Learning ◽

Theoretical Framework ◽

Educational Practices ◽

Learning Session ◽

Special Needs Education ◽

Digital Divides ◽

The Status ◽

Video Material

How does the use of teacher-mediated videos facilitate access, interaction and participation among in-service teachers learning inclusive education? This study centred on observations of a teaching and learning session among in-service teachers, using the video material ‘Teachers for All’, to understand the status of inclusivity (i.e., access, interaction and participation – AIP model) in current educational practices. The aim of using the AIP model (Carpentier, 2012, 2015)was to provide a theoretical framework for analysing and building bridges between special needs education, where access signifies presence, and interaction socio-communicative relationships, and inclusive education, where participation signifies co-deciding and power. We conclude that the current educational practices are problematic. First, the learning focus is unilaterally directive (teacher-centred) towards students and lacks a dialogical component. Second, access, interaction and participation are thwarted because the existing teaching conditions do not accommodate the deeper dialogical practices that define the inclusive pedagogical intention of the video design.

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Effect of Head Teachers’ Collaborative Partnerships on Inclusive Education Implementation in Public Primary School

Journal Educative Journal of Educational Studies ◽

10.30983/educative.v6i1.4289 ◽

2021 ◽

Vol 6 (1) ◽

pp. 01

Author(s):

Douglas Shiwani ◽

Winston Akala ◽

Jeremiah Kalai ◽

Jane Gatumu

Keyword(s):

Inclusive Education ◽

Primary Schools ◽

Teaching And Learning ◽

Narrative Form ◽

Collaborative Partnerships ◽

Chi Square ◽

Head Teachers ◽

Education Assessment ◽

Descriptive Survey ◽

Quality Assurance Standards

AbstractThe purpose of the study was to investigate the effect of head teachers’ collaborative partnerships with parents, government agencies and NGOs, on the implementation of inclusive education in public primary schools in Nairobi City County in Kenya. Descriptive survey was applied, and Chi-square tested the null hypothesis. Questionnaires were administered to 71 head teachers and 297 teachers, supplemented by document analysis. Interview was used on eight Quality Assurance Standards Officers (QASOs) and four Education Assessment Resource Centre Officers (EARCs). Quantitative data was coded and analysed using descriptive statistics, and presented in frequency tables and bar graphs. Qualitative data was coded, transcribed and presented in narrative form. The study established the relationship between head teachers’ collaborative partnerships with implementation of inclusive education. Nevertheless, majority of schools lacked well- structured coordinated partnerships resulting in low participation in schools programs as referenced by head teachers and teachers on provision for specialized teaching and learning resources, 63.4% and 63.3%; assessment of learners, 64.8% and 70.4%; outsourcing of funds, 69% and 69.7%. Therefore, head teachers should increase capacities in collaborative partnerships and fully utilize them for inclusive education implementation.Abstrak Penelitian ini bertujuan untuk mengetahui pengaruh kemitraan kolaboratif kepala sekolah dengan orang tua, lembaga pemerintah dan LSM, pada pelaksanaan pendidikan inklusif di sekolah dasar negeri di Kota Nairobi di Kenya. Survei deskriptif diterapkan, dan Chi-square menguji hipotesis nol. Kuesioner diberikan kepada 71 kepala sekolah dan 297 guru, dilengkapi dengan analisis dokumen. Wawancara digunakan pada delapan Petugas Standar Penjaminan Mutu (QASO) dan empat Petugas Pusat Penilaian Pendidikan (EARC). Data kuantitatif diberi kode dan dianalisis menggunakan statistik deskriptif, dan disajikan dalam tabel frekuensi dan grafik batang. Data kualitatif dikodekan, ditranskripsikan dan disajikan dalam bentuk naratif. Studi ini menjelaskan hubungan antara kemitraan kolaboratif kepala sekolah dengan implementasi pendidikan inklusif. Namun, sebagian besar sekolah tidak memiliki kemitraan terkoordinasi yang terstruktur dengan baik, yang mengakibatkan rendahnya partisipasi dalam program sekolah seperti yang dirujuk oleh kepala sekolah dan guru tentang penyediaan sumber untuk belajar dan mengajar, 63,4% dan 63,3%; penilaian peserta didik, 64,8% dan 70,4%; outsourcing dana, 69% dan 69,7%. Oleh karena itu, kepala sekolah harus meningkatkan kapasitas dalam kemitraan kolaboratif dan memanfaatkannya sepenuhnya untuk pelaksanaan pendidikan inklusif.

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Teachers Involvement in Creation of Awareness to Members of School Community on Inclusive Education Practice in Regular Primary Schools in Siaya County

IRA International Journal of Education and Multidisciplinary Studies ◽

10.21013/jems.v7.n1.p4 ◽

2017 ◽

Vol 7 (1) ◽

pp. 27

Author(s):

Odeny Michael O. Lumumba ◽

Odek Aloys Ayungo ◽

Adoyo Peter Oracha

Keyword(s):

Special Needs ◽

Inclusive Education ◽

Primary Schools ◽

Sampling Technique ◽

School Community ◽

Test Method ◽

Face Validity ◽

Policy Framework ◽

Head Teachers ◽

School Communities

Inclusive education is a process that involves the transformation of regular schools to become accessible to all learners regardless of their diverse needs. Teachers’ involvement in this transformation is significant in sensitizing members of the school community to fully participate in inclusive education practices in their respective schools. Lack of awareness about inclusive education practices has been captured in the Kenya national special needs policy framework of 2009 as a common problem. Preliminary information indicates that there is low level of advocacy and lobbying among the regular teachers, parents, communities and ministry of education officials on inclusive education practices. Baseline information shows that 48(7.52%) regular schools in Siaya County still practice integration and learners enrolled in the special units hardly transit to mainstream classes. The rate at which learners with special needs access regular education in the county is equally very low. This is despite the presence of teachers with background training in inclusive education in the county. The purpose of the study was to determine teachers’ involvement in awareness creation on inclusive education practices. Objectives of the study were to: -establish the methods teachers use to create awareness on inclusive education to members of the school communities; determine the frequency with which teachers created awareness among the members of the school communities and determine teachers’ involvement in awareness creation on inclusive education. Descriptive survey research design was used for the study. The population comprised of 216 teachers and 72 head teachers. Out of which 10% were used for piloting. Saturated sampling technique was employed to select 194 teachers and 65 head teachers for the study. Instruments for data collection included Questionnaires, Interview Schedule, Observation Guide and Document Analysis. Content and face validity of the instruments were determined by experts in the school of education and their comments and recommendations were used to determine the validity of the instruments. Reliability of the instruments was established through test re-test method and correlation coefficients of 0.76 and 0.78 were obtained for teachers and head teachers respectively at a level of significance of 0.05. Quantitative data was analyzed using descriptive and inferential statistics while qualitative data was transcribed and categorized into emergent themes. The study established that teachers mostly used school forums, seminars and workshops as the main methods of creating awareness to members and that they rarely create awareness to members. The result also indicated that teachers were involved in creation of awareness to members of the school communities to a fairly small extent. The study concluded that teachers were involved in creation of awareness but not to a level that was encouraging. The study recommended that:-teachers still need to intensify the creation of awareness to members of the school community especially to parents and local members of the community for them to fully participate in inclusive education practices.

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UNRAVELING THE POWER OF TEACHERS’ COMPETENCY AND TEACHING STYLES IN CURRICULUM IMPLEMENTATION: A PERSPECTIVE OF ENGLISH LANGUAGE AS A MEDIUM OF INSTRUCTION

European Journal of Education Studies ◽

10.46827/ejes.v8i8.3876 ◽

2021 ◽

Vol 8 (8) ◽

Author(s):

Anne Nipher Olieba ◽

Ronald Kikechi

Keyword(s):

Primary Schools ◽

Teaching And Learning ◽

English Language ◽

Curriculum Implementation ◽

Teaching Styles ◽

Target Population ◽

Primary Data ◽

Medium Of Instruction ◽

Head Teachers ◽

Local Dialect

The language policy in Rwanda states that English is the medium of Instruction (MOI) to be used in the Education system following the 2008 Language shift. However, this change in the MOI brought about extreme challenges to both Rwandan teachers and learners. Moreover, the extensive day to day usage of Kinyarwanda, the local dialect, has greatly inhibited the use of English. This has adversely obstructed the use of the English language as a MOI and the curriculum implementation for over 20 years hence adversely affecting the teaching and learning process. The proficiency of the teachers who are meant to teach in the MOI is quite questionable; many realize the need to learn English while teaching or risk unemployment. As such, this study purposed to examine the teacher competency and teaching styles in use of English as a MOI in facilitating curriculum implementation in rural primary schools in Rwanda. Guided by the inter language theory and the Discrepancy theory, the study applied a descriptive survey research design. With a target population of 3,269, the study entailed a sample of 1470 randomly selected learners from Primary 4 to Primary 6, teachers and head teachers from 21 schools. The study used questionnaires, interviews, and observation to collect primary data. The study found that the teachers’ competency in using English language as MOI had significant influence on curriculum implementation in rural primary schools in Muhanga district and in the entire republic of Rwanda. The teaching styles factors positively and significantly influence the use of MOI in curriculum implementation when other factors are held constant. Article visualizations:<img src="/-counters-/edu_01/0807/a.php" alt="Hit counter" />

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Inclusive Education Reform In Mentawai Islands Cooperation for Teachers

Suluah Bendang: Jurnal Ilmiah Pengabdian Kepada Masyarakat ◽

10.24036/sb.0410 ◽

2019 ◽

Vol 20 (1) ◽

pp. 54

Author(s):

Irdamurni Irdamurni ◽

Mega Iswari ◽

Asep A Sopandi ◽

Johandri Taufan ◽

Yarmis Hasan

Keyword(s):

Elementary School ◽

Education Reform ◽

Elementary School Teachers ◽

Special Needs ◽

Inclusive Education ◽

Primary Schools ◽

Lesson Plans ◽

Children With Special Needs ◽

School Teachers ◽

Mentawai Islands

Reforms on inclusive education began to be carried out in Tua Pejat area, North Sipora District, Mentawai Islands by conducting training on the implementation of inclusive education by Padang State University lecturers in the context of carrying out community service for special education lecturers, followed by elementary school teachers from six elementary schools and special school teachers from two special schools in the North Sipora sub-district of the Mentawai islands. The training was conducted with a question and answer lecture method, accompanied by a demonstration simulation method and assignments on developing a learning plan (RPP) in an inclusive class, namely modified lesson plans and modified lesson plans adapted to the characteristics and learning needs of children with special needs in the classroom. The results of the training show that collaboration between elementary and high school teachers is established, both by collaborating and cooperating in serving children with special needs in primary schools, where ing to assist elementary school teachers in matters related to the identification and assessment of children with special needs in inclusive schools, as well as working together in developing lesson plans and PPI for children with special needs in inclusive classes, and learning strategies in inclusive settings.

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HEAD TEACHER-PARENT COLLABORATION POLICIES’ USEFULNESS FOR THE IMPROVEMENT OF INCLUSIVE EDUCATION IN PUBLIC PRIMARY SCHOOLS IN MERU COUNTY, KENYA

International Journal for Innovation Education and Research ◽

10.31686/ijier.vol6.iss4.1002 ◽

2018 ◽

Vol 6 (4) ◽

pp. 65-71

Author(s):

SEVERINA MUKOKINYA MWIRICHIA

Keyword(s):

Inclusive Education ◽

Primary Schools ◽

Group Discussion ◽

Target Population ◽

Research Approach ◽

Head Teacher ◽

Policy Context ◽

Parent Collaboration ◽

Study Results ◽

The Status

Through head teacher-parent collaboration, Inclusive education can be improved. The purpose of the study was to analyse the usefulness of head teacher-parent collaboration policies for the improvement of inclusive education in regular public primary schools in Meru County. The objective of the study was to examine the usefulness of policies that govern head teacher-parent collaboration for the improvement of inclusive education. The significance of the study was to inform education policy makers, who need the study results to evaluate the current policies on inclusion and formulate appropriate ones for promoting head teacher-parent collaboration to improve the status of inclusive education for all learners. The study was guided by Bronfenbrenner’s bio-ecological systems theory and Peters’ input-process-outcome-context framework of Inclusive Education. Qualitative research approach method was predominantly used. The target population was 101,612. Through purposive sampling, 24 participants were selected. The study instruments used included; questionnaires, interview schedules, focus group discussion guide, observations and documents’ analysis schedules. Qualitative data analysis was done with the help of computer package, ATLAS. ti. The study findings were presented using narratives within themes generated from the collected data. The findings indicated that head teacher-parent collaboration policy context enhanced the improvement of inclusive education. Most of the schools used informal policies. It was concluded that, head teacher-parent collaboration policy context is crucial to the improvement of inclusive education. It was recommended that the Ministry of Education should formulate appropriate inclusive education policies.

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TEACHERS’ ATTITUDES TO SPECIAL NEEDS STUDENTS IN ENGLISH LANGUAGE TEACHING

Humanities & Social Sciences Reviews ◽

10.18510/hssr.2020.82e03 ◽

2020 ◽

Vol 8 (2) ◽

pp. 37-45

Author(s):

Firman F ◽

Friscilla Wulan Tersta ◽

Cicyn Riantoni ◽

Fellicia Ayu Sekonda

Keyword(s):

Special Needs ◽

Inclusive Education ◽

Teaching And Learning ◽

English Language ◽

Structured Interview ◽

Research Subjects ◽

Special Needs Students ◽

Teaching Aids ◽

The Government ◽

Teachers Attitudes

The purpose of the study: This study aimed to investigate the teachers' attitudes to special needs students and also the contribution that will be useful in inclusive education. Methodology: This study used qualitative methods. The research subjects were five general teachers who teach students with special needs in inclusive education in Jambi, Indonesia. The sampling procedure was used for purposive sampling. The data were collected by a semi-structured interview with five teachers from different backgrounds of teaching. The recorded interview data were transcribed. The documents were then studied, labelled, and elucidated comprehensively. Main Findings: The result of the research revealed that teachers’ attitude to special need students is good. In addition, the contribution of the teachers’ attitudes is formed from this research, such as the transformation of the value of each student, the strategies of the teachers like seating arrangement, the using of the different curriculum, teaching aids and rapport. Applications of this study: To achieve education for all and education equality, the government in Indonesia increases the number of inclusive education. The findings of this research are expected to add new knowledge to the scope of inclusive education especially in EFL contexts. Theoretically, the results of this study are expected to provide some references and contributions for the study on special needs students in inclusive education. Novelty/Originality of this study: This issue becomes a new atmosphere for teachers, especially for EFL teachers in teaching the various students. It is essential to know teachers' attitudes to special needs students in the context of inclusive education because that aspect will be piloting to the contribution of the teaching and learning process.

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