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

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

<em>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.</em>

scholarly journals Instructional Materials’ Effect on Learners’ Literacy Among Public Pre-Primary II in Webuye West Sub-County, Kenya

2020 ◽  
Vol 2 (1) ◽  
pp. 86-91
Author(s):  
Stephen Tomno Cheboi ◽  
Irene Naliaka Nyongesa
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Literacy Skills ◽  
Test Method ◽  
Instructional Materials ◽  
County Government ◽  
Head Teachers ◽  
Interview Guide ◽  
Descriptive Survey

Unavailability of instructional materials inhibits the acquisition of literacy competencies among learners at pre-primary level. This study sought to find out how the availability of instructional materials influences learners’ literacy among Pre-Primary II learners in public primary schools in Webuye West Sub-County. Descriptive survey research design that adopted mixed methods approach was used. A population of 3,216 respondents that comprised 55 headteachers and their deputies, 109 pre-primary II teachers and 2,997 pre-primary II learners was engaged in the study. From these, a sample of 86 pre-primary II teachers and 341 pre-primary II learners were randomly drawn while 48 head teachers and 48 deputies were sampled using purposive sampling technique. The researcher collected data using questionnaires from deputy headteachers and pre-primary II teachers, interview guide from headteachers and observation schedule from pre-primary II learners. The questionnaires were piloted using test re-test method and a reliable Cronbach correlation alpha index of 0.79 computed. The instruments were adequately validated. Quantitative data was analysed and presented on tables while qualitative data was analysed thematically as guided by the research objectives. The study found out that schools in the study area did not provide adequate and appropriate instructional materials that would equip learners with literacy skills. It further found out that inadequacy of instructional materials affected the acquisition of literacy skills in pre-school learners. The study recommends that the National and County government should provide adequate teaching and learning materials to enhance the acquisition of literacy skills among pre-primary II learners in public primary schools in Webuye West Sub-County. It also recommends that a similar study is carried out in other areas and consider using a larger population and include more variables such as the role of the teacher in influencing learners’ acquisition of literacy skills in pre-primary II level.

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

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.

scholarly journals 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

2020 ◽  
Vol 16 (2) ◽  
pp. 112
Author(s):  
Dure Mohammed Osman ◽  
Oracha P. A. ◽  
Okutoyi Joel
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Retention Rate ◽  
Regular Neighborhood ◽  
Learning Resources ◽  
Learning Materials ◽  
Head Teachers ◽  
The Status

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.

scholarly journals Inclusive Teaching-Learning Strategies to Meet Academic Needs of Learners with Special Needs in Kenya (A Case of Kakamega East Sub-county)

2016 ◽  
Vol 5 (2) ◽  
pp. 119
Author(s):  
Otundo Denis Tsisindu ◽  
Okutoyi Joel ◽  
Khasakhala Edward
Keyword(s):  
Special Needs ◽  
Learning Strategies ◽  
Primary Schools ◽  
Management Practices ◽  
Test Method ◽  
Academic Needs ◽  
Head Teachers ◽  
Study Objective ◽  
Inclusive Teaching ◽  
Teaching Learning

<div><p><em>The national education system has been characterised by inadequate educational management practices and facilities that do not respond well to the challenges faced by Learners with Special Needs (LWSNs). These learners are gradually and deliberately pushed out of the school system because schools are not sensitive to their learning styles and background. The purpose of this study was therefore to assess the extent to which inclusive teaching-learning strategies were employed to meet academic needs of learners with special needs in public primary schools in Kakamega East Sub-county. The study objective was to; determine the extent to which the teaching and learning strategies were employed to meet the academic needs of learners with special needs in primary schools. The study was based on the theory of Normalisation and it made use of the descriptive survey research design. The target population was 90 head teachers, 999 teachers and one Educational Assessment and Resource Centre (EARC) coordinator. </em><em>The schools were stratified according to zones</em><em> and simple random sampling was used to select, 18 head teachers and 200 teachers, while the EARC coordinator was selected by the purposive sampling technique. Instruments for data collection were the questionnaires, interview schedules and document analysis. Content validity was used to determine the validity of the research instruments while the test-re-test method was used to test reliability using the Pearson Product moment of correlation coefficient (r) value. Data was then analysed using both descriptive and inferential statistics and the results were presented in form of frequency tables. The research findings revealed that teachers</em><em> lack relevant skills to meet the academic needs of LWSNs and they rarely address learners’ needs through the individualised education programmes (IEP)</em><em>. The researcher recommended that regular inspections should be carried out in schools as a follow up measure of ensuring that inclusive education and its management practices are implemented to the latter. Teachers who are not trained in special needs education (SNE) should be given an opportunity to undergo training so as to equip them with the necessary skills and attitudes towards LWSNs. IEP need to be developed for every learner with specialneeds in learning, learners with special needs need to be involved in class activities.  </em></p></div>

scholarly journals The relationship between Parental Level of Education and Learners Performance in Public Pre -Primary schools in Nandi County, Kenya.

2020 ◽  
Vol 8 (03) ◽  
pp. 1247-1257
Author(s):  
Mary Jebii Chemagosi
Keyword(s):  
Primary Schools ◽  
Survey Design ◽  
Sampling Technique ◽  
Face Validity ◽  
Narrative Form ◽  
Validity And Reliability ◽  
Head Teachers ◽  
Level Of Education ◽  
Parental Level ◽  
Descriptive Survey

AbstractFactors related with parental involvement on their childrens education continues to be a pertinent issue. Some school going children in Kenya post detrimental results amid claims that parents are not supportive. This study sought to establish influence of Parental Level of Education on Pre-PrimaryLearners performance in curriculum activities in Nandi County, Kenya. Epsteins Theory and descriptive survey design was used for the study. Purposive sampling technique, stratified random technique and simple random technique were used to select the sample of the study. The sample for the study was 50 head teachers 100 teachers and 100 parents in pre-Primary schools from a population of 500 head teachers, 1000 teachers and 10000 parents. Questionnaire, interview guides and focused group discussions were used to collect data. A pilot study was conducted in two schools to determine the validity and reliability of instruments. Both content and face validity were ensured while split half technique was used to determine the instrument’s reliability. Quantitative data was analyzed using descriptive such as frequencies and percentages and presented in form of tables while inferential statistics used simple linear regression. Qualitative data was analyzed and presented in narrative form. 

scholarly journals PELAKSAANAAN SEKOLAH SIAGA BENCANA DI SD NEGERI 19 KAMPUNG BARU KECAMATAN PARIAMAN TENGAH, KOTA PARIAMAN

JURNAL RANDAI ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 93-98
Author(s):  
Dewi Ramadhan
Keyword(s):  
Extracurricular Activities ◽  
Disaster Preparedness ◽  
Primary Schools ◽  
Sampling Technique ◽  
Early Warning Systems ◽  
School Program ◽  
School Policies ◽  
Purposive Sampling ◽  
School Communities ◽  
School Preparedness

The Disaster Preparedness School (SSB) which is an activity to build school communities through strengthening knowledge and attitudes, school policies, emergency response plans, school early warning systems, and resource mobilization based on existing school capacities in anticipating disaster risk. Descriptive research type. Sampling technique with purposive sampling. Based on this purposive sampling technique, researchers determined key informants including the Principal, Deputy Principal, and students. The results showed that: The implementation of the disaster preparedness school program at the 19 Primary Schools in Kampung Baru in Pariaman Tengah District, namely knowledge of attitudes and actions, school policies, school preparedness and resource mobility have been categorized as good. There are obstacles in the implementation of the disaster preparedness school program in the form of lack of funds and the lack of seriousness of students in the activities so that the implementation of the disaster preparedness school program has not run optimally. Efforts to be made in the future by the teacher in charge of disaster preparedness school in the form of increasing the desire of students to learn by motivating and making it more interesting so that students become interested and increase it into extracurricular activities and trying to make a subject.

scholarly journals Effect of Teachers’ Own Perception of Their Profession on Job Satisfaction and Performance in the Private Primary Schools in Yei Town, South Sudan

2017 ◽  
Vol 7 (3) ◽  
pp. 235
Author(s):  
Alyaha Daniel Felix Ohide ◽  
Rosemary Wahu Mbogo
Keyword(s):  
Job Satisfaction ◽  
Private Schools ◽  
Primary Schools ◽  
Survey Design ◽  
South Sudan ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Head Teachers ◽  
And Performance ◽  
The Impact

<div><p>Teachers often find themselves frustrated at work because of conflicting expectations concerning their professional and social roles within the community. This paper looks at the effect of teachers’ perception of their profession on their satisfaction at job and performance. The authors employ a survey design in private schools in Yei Town, South Sudan to establish the impact of these perceptions. Simple random sampling technique was used to select the respondents from ten private schools. The respondents’ therefore included 10 head teachers, 100 teachers giving a total of 110 respondents. Questionnaires were used for data collection. Data collected was analysed by the use of Statistical Package for Social Science (SPSS) version 12.0 was and presented in frequencies and percentages and a regression analysis performed to establish the relationships among the variables. The study findings indicated that a considerable number of the teachers (38.9%) indicated that teacher’s own perception of their own profession does not affect the teachers’ job satisfaction and performance.</p></div>

scholarly journals Inclusive Education Reform In Mentawai Islands Cooperation for Teachers

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.

scholarly journals 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.

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.

scholarly journals Establishing the Relationship between Leadership Style of Head Teachers and Pupils’ Performance in Webuye West Sub County

2019 ◽  
Vol 1 (3) ◽  
pp. 72-83
Author(s):  
Lydia Nelima Namisi; Prof Ngunjiri Mbuthia; Dr Margaret Ngugi
Keyword(s):  
Leadership Style ◽  
Primary Schools ◽  
Leadership Skills ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Test Reliability ◽  
Chi Square ◽  
Head Teachers ◽  
Descriptive Research ◽  
The Relationship

The purpose of this study was to investigate the relationship between leadership style of head teachers and pupils’ performance in Webuye West Sub County. The study adopted descriptive research design to establish the relationship between study variables. It covered 65 primary schools with a total population of 1000 teachers. In order to consider the three educational zones in the area, Krejcie and Morgan table was used to select a sample of 56 out of 65 primary schools. All the head teachers in the selected schools were part of the study sample. Further, simple random sampling technique was used to select 5 teachers from each school for the study sample, giving a total of 280 teachers. Therefore, the study sample was 336 respondents. Tools used in data collection were questionnaires for head teachers and teachers. To test reliability, test-retest method was used where a Pearson’s correlation coefficient (r) value of 0.876 was found. Chi-square was used to determine the relationship between each independent variable and the dependent variable. Data was analyzed using the Statistical Package for Social Sciences (SPSS) version 20. The findings revealed that there is a significant relationship between performance of pupils and head teacher’s leadership skills.

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