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 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 INFLUENCE OF SCHOOL RESOURCES ON ACADEMIC PERFORMANCE OF VISUALLY IMPAIRED LEARNERS IN INTEGRATED PUBLIC PRIMARY SCHOOLS IN BARINGO COUNTY, KENYA

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Dinah Jepkorir Konga ◽  
Stephen Tomno Cheboi
Keyword(s):  
Academic Performance ◽  
Learning Environment ◽  
Primary Schools ◽  
Visually Impaired ◽  
School Resources ◽  
Learning Resources ◽  
Ministry Of Education ◽  
Head Teachers ◽  
Study Results ◽  
Regular Teachers

Despite the provision of school resources by Kenyan government through the Ministry of Education, there has been an outcry from stakeholders owing to dismal performance among Visually Impaired Learners at Kenya Certificate of Primary Education examination in Marigat and Kabartonjo Sub-Counties. The purpose of this study was to establish the extent to which school resources influence academic performance of visually impaired learners in integrated primary schools in Baringo County. The study adopted mixed methods methodology where data was collected by use of questionnaires, interview, and observation guides to obtain both quantitative and qualitatively data, respectively. The target population involved501 participants comprising 2 head teachers, 68 regular teachers, 49 VI learners, 380 sighted learners and 2 Educational Assessment Resource Centers (EARC) officers. From this population, a total sample of298 participants was drawn. Simple random sampling technique was used to draw 59 regular teachers, 191 sighted learners and 44 VI learners, while 2 EARC officers and 2 head teachers were purposively sampled. Data was collected using questionnaires for teachers and sighted learners, interview guide for heard teachers and EARC, and observation checklist for Visually Impaired respondents. The tools were piloted to establish their reliability and adequately validated. The quantitative data was analyzed using descriptive statistics while thematic analysis was used for qualitative data. The study found out that inadequate learning materials was a major cause of low academic performance of VI learners in Marigat and Kabartonjo integrated public primary schools. It further established that there were inadequate learning resources, support services and a learning environment that was not conducive for VI learners. The study recommends that the government provides more learning resources to VI learners and school management to provide barrier free learning environment. This study results would be of great value to teachers, parents, head teachers, schools, stakeholders, and Ministry of Education in enhancing academic performance of the V.I learners in Integrated schools. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0781/a.php" alt="Hit counter" /></p>

scholarly journals Leadership and Its Structure in Enhancing Head Teacher-Parent Collaboration for The Improvement of Inclusive Education in Regular Public Primary Schools in Meru County

2017 ◽  
Vol 5 (4) ◽  
pp. 50-57
Author(s):  
SEVERINA MUKOKINYA MWIRICHIA ◽  
NEPHAT J. KATHURI ◽  
JOHN G. MARIENE
Keyword(s):  
Inclusive Education ◽  
Primary Schools ◽  
Group Discussion ◽  
Target Population ◽  
Head Teacher ◽  
Head Teachers ◽  
Qualitative Research Design ◽  
Parent Collaboration ◽  
Study Results ◽  
The Government

This is a part of a larger study that set out to investigate information on head teacher-parent collaboration for the improvement of inclusive education in regular public primary schools in Meru County. The study examined leadership and its structure in enhancing head teacher-parent collaboration for the improvement of inclusive education in regular public primary schools in Meru County, Kenya. The objective of the study was to examine leadership and its structure in enhancing head teacher-parent collaboration for the improvement of inclusive education. The study was to inform education policy makers, who were expected to use the study results to evaluate the current policies on inclusive education and formulate appropriate policies for promoting head teacher-parent collaboration for the improvement of inclusive education. The study employed qualitative research design. The target population was 97 head teachers, 136 teachers and 2040 parents. Twenty four participants were selected to participate in the study. Purposeful sampling was used, to select the respondents from the target population. The study used interview schedules and focus group discussion guides. The study employed qualitative methods and techniques of collecting and analyzing the data. The findings of the study were presented using narratives and themes. It was found that leadership influenced head teacher-parent collaboration for the improvement of inclusive education. Leadership and its structure enhanced school harmony, a situation that improved head teacher-parent collaboration for the improvement of inclusive education. It was recommended that, the government should appoint head teachers who are positive about inclusive education and with the ability to work together with all parents for the improvement of schooling for all learners in regular classes.

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 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 The Challenges of Free Primary Education Implementation in Primary Schools in Bungoma County, Kenya

2019 ◽  
Vol 7 (01) ◽  
Author(s):  
Carolyne Nabwoba Simiyu
Keyword(s):  
Primary Education ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Survey Design ◽  
Target Population ◽  
Head Teachers ◽  
Free Primary Education ◽  
Rural And Urban ◽  
The Government ◽  
Descriptive Survey

In January 2003 the Kenyan government implemented Free Primary Education (FPE). The launch of the programme saw an increase in enrolment in primary schools which put pressure on learning resources. The FPE policy envisaged that the government would provide teaching and learning materials to all public primary schools. This paper therefore discusses challenges of implementing FPE in Bungoma East District in Kenya. A descriptive survey design was used in this study. The target population was head teachers, teachers, the school management committee chair persons and the students. Since there are rural and urban schools, stratified sampling was done to get a more representative sample. Instruments for data collection were questionnaires, interview schedule, and document analysis and observation schedules. The study found that upward trend in enrolment since the inception of FPE in 2003 led to overcrowding in class and many more schools opening up. It also found that there was lack of enough teachers to handle the increased numbers of pupils. It was also established that delayed release of FPE funds led to challenges in the FPE appropriate implementation.  The findings will inform the policy makers to make more informed decisions towards implementation of the free primary education in order to achieve Universal Education.

scholarly journals School Management Committee Monitoring Skills and Performance of Government Aided Muslim Founded Primary Schools in Uganda: A Case of Bugisu Muslim District Council

2021 ◽  
Vol 4 (1) ◽  
pp. 45-55
Author(s):  
Habiba Namagembe ◽  
Christopher Samuel Mayanja ◽  
Rashid Kinsambwe
Keyword(s):  
Adult Literacy ◽  
Financial Literacy ◽  
Primary Schools ◽  
Survey Design ◽  
Monitoring And Evaluation ◽  
School Management ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
School Activities ◽  
The Government

The performance of Muslim Founded educational institutions has picked a lot of interest globally over the years. The Uganda Muslim Supreme Council established structures at different levels of administration to participate in the monitoring of Muslim-founded Schools. This study premised on Osborne and Gaebler's (1992) constructs of monitoring, aimed at investigating how monitoring skills of the foundation body representatives on the School Management Committees contribute to the performance of Government Aided Muslim Founded Primary Schools in Uganda, taking a case of the BMDC. A descriptive cross-sectional survey design was adopted for this study, with quantitative and qualitative data approaches, while multivariable linear regression was used to obtain the magnitude of the contribution of SMC monitoring skills to the performance of the primary schools under BMDC. The study revealed that monitoring skills have a positive correlation with the performance of the Government Aided Muslim Founded Primary Schools, though, the correlation is moderate. The moderate correlation is caused by insufficient monitoring skills exhibited by the foundation body representatives in areas such as the development of performance indicators, collection of relevant data during monitoring, designing of monitoring tools, and usage of appropriate methods during monitoring. The study, therefore, concluded that such insufficient monitoring skills have hindered them to adequately monitor which has partly affected the performance of the schools. It is as such recommended that BMDC needs to incorporate specific non-financial empowerment capacity-building components into school activities tailored to train the members on the SMC in aspects of monitoring and evaluation, adult literacy, and financial literacy for improved skills, knowledge, and leadership.

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 Effect of School Feeding Programme on Pastoralists’ Pupils’ Participation in Regular and Mobile Primary Schools in Turkana County, Kenya

2020 ◽  
Vol 10 (4) ◽  
pp. 40
Author(s):  
Paul Ekeno Ejore ◽  
Daniel Komo Gakunga ◽  
Musembi Nungu
Keyword(s):  
Primary Schools ◽  
Group Discussion ◽  
Access To Education ◽  
Group Discussions ◽  
Head Teachers ◽  
Government Interventions ◽  
Pastoralist Communities ◽  
School Feeding ◽  
The Government ◽  
Descriptive Survey

Kenya’s Turkana County, being an arid area, is faced with numerous challenges that hinder education programs especially among school going pupils. Therefore, the study sought to establish the effectiveness of the government interventions measures on pastoralists’ pupils’ participation in regular and mobile primary schools in Turkana County. Based on the study, this paper explores the effectiveness of the school feeding programme in promoting access to education among pupils from pastoralist communities in the County. The study utilized both descriptive survey as well as mixed methods. It utilised a sample of 75 head teachers, 225 teachers, 375 pupils, 85 parents, 3 education officers (1 from each sub-county), 1 County Director of Education and 1 County Commissioner. For data collection, the study employed questionnaires, interview schedules and focus group discussions. Quantitative data was coded and keyed into the computer using Statistical Package for Social Science (SPSS). In order to test the effectiveness of the government intervention, regression test an (inferential statistics) was applied. The analysed data was presented using tables. The qualitative data from interview schedules and focused group discussion was organized into major themes as per the research objectives. The results were presented thematically using extensive description and direct quotations. Hypotheses were analysed using regression analysis. The findings of the study showed that the feeding programme influenced many pastoralists’ pupils’ participation in both regular and mobile primary schools. The study recommends that the government should make efforts to ensure that food is supplied to schools in in time. There is also need to enrich the nutritional quality of the food supplied to schools. This paper highlights the major contribution of school feeding interventions in increasing access to quality education among marginalised communities. It will inform future policies aimed at such interventions by governments and education stakeholders.

Sign in / Sign up

Export Citation Format

Share Document