Teachers’ Perception on Integration of Inclusive Education for Conducive Learning in Primary Schools in Uasin Gishu County, Kenya
Main Article Content
Keywords
Inclusive education, emotional and behavioral issues, physical impairments, mainstream classrooms, support systems, education resources
Abstract
Although the Kenyan government has supported inclusive education through various policies in education, its implementation is still challenging. The success of integration is dependent on variables such as attitude of the teacher, resources, facilities and support staff. In Uasin Gishu County, primary schools accommodates diverse learners, but many teachers struggle with inclusive practices. This study evaluated teachers' perceptions of inclusive education integration in primary schools within the county. The study was guided by Lev Vygotsky theory of Zone of Proximal development. A descriptive survey research design incorporating both quantitative and qualitative approaches was employed. The target population comprised 250 Chief Academic Officers and 250 Head Teachers. Using Krejcie and Morgan’s formula, a sample size of 152 schools was determined. Schools were stratified, followed by proportionate and simple random sampling to select participants. Data collection instruments included questionnaires and interview schedules. Quantitative data were analysed using descriptive statistics such as percentages and frequencies, while qualitative data were examined thematically. The findings indicated that 42% of respondents strongly agreed that children with emotional and behavioral issues should be educated in mainstream classrooms with adequate support. Students with physical impairments faced challenges, including difficulty writing, slow writing speed, involuntary head movements, and trouble with reading and manipulating learning materials. The majority (36.7% and 40%) felt there were insufficient classrooms. Additionally, 33.3% and 46.7% strongly disagreed and disagreed, respectively, that there were enough support systems for learners with physical disabilities. Qualitative data showed that while some teachers felt confident in managing mild behavioral disorders, overall, teachers in Uasin Gishu County lacked adequate training for inclusive education. Inadequate resources and unsuitable facilities hindered effective implementation of inclusive education. 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.
References
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Lebona, T. G. (2015). The implementation of inclusive education in primary schools in the Lejweleputswa education district (Doctoral dissertation, Welkom: Central University of Technology, Free State). http://ir.cut.ac.za/handle/11462/226
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Ajzen, I., & Kruglanski, A. W. (2019). Reasoned action in the service of goal pursuit. Psychological review, 126(5), 774. https://psycnet.apa.org/fulltext/2019-41283-001.html
Al Jaffal, M. (2022). Barriers general education teachers face regarding the inclusion of students with autism. Frontiers in psychology, 13, 873248.https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.873248/full
AlGerafi, M. A., Zhou, Y., Oubibi, M., & Wijaya, T. T. (2023). Unlocking the potential: A comprehensive evaluation of augmented reality and virtual reality in education. Electronics, 12(18), 3953. https://doi.org/10.3390/electronics12183953
Ali, M. M., Mustapha, R., & Jelas, Z. M. (2006). An Empirical Study on Teachers' Perceptions towards Inclusive Education in Malaysia. International journal of special education, 21(3), 36-44.
Amelia, D. J., Anshory, I., & Herviani, V. K. (2022). Analysis of facilities management on inclusion education school in Batu City. Journal of Science and Education (JSE), 2(2), 99-110. https://jse.rezkimedia.org/index.php/jse/article/view/110
Annan, I. K. (2016). Assessing barriers faced by pupils with disabilities in inclusive and non-inclusive schools in the Cape Coast Metropolitan area (Doctoral dissertation).
Asamoah, E., Ofori-Dua, K., Cudjoe, E., Abdullah, A., & Nyarko, J. A. (2018). Inclusive education: Perception of visually impaired students, students without disability, and teachers in Ghana. Sage Open, 8(4), 2158244018807791. https://doi.org/10.1177/2158244018807791
Bigambo, R. (2020). Safeguarding practices for intangible cultural heritage in Tanzania: national vs local perspectives (Doctoral dissertation, University of Birmingham).
Byrd, D. R., & Alexander, M. (2020). Investigating special education teachers’ knowledge and skills: Preparing general teacher preparation for professional development. Journal of Pedagogical Research, 4(2), 72-82. https://www.ijopr.com/article/investigating-special-education-teachers-knowledge-and-skills-preparing-general-teacher-
preparation-8204
Clabaugh, G. K. (2010). The educational theory of Lev Vygotsky: A multi-dimensional analysis. New Found, 1-18.
Crowe, B., & Drew, C. (2021). Orange is the new asylum: Incarceration of individuals with disabilities. Behavior Analysis in Practice, 14(2), 387-395. https://doi.org/10.1007/s40617-020-00533-9
Dalton, E. M., Mckenzie, J. A., & Kahonde, C. (2012). The implementation of inclusive education in South Africa: Reflections arising from a workshop for teachers and therapists to introduce Universal Design for Learning. African journal of disability, 1(1), 1-7. https://journals.co.za/doi/abs/10.4102/ajod.v1i1.13
Dignath, C., Rimm-Kaufman, S., van Ewijk, R., & Kunter, M. (2022). Teachers’ beliefs about inclusive education and insights on what contributes to those beliefs: a meta-analytical study. Educational Psychology Review, 34(4), 2609-2660. https://link.springer.com/article/10.1007/s10648-022-09695-0
Ediyanto, E., Kawai, N., Hayashida, M., Matsumiya, N., Siddik, M. A. B., & Almutairi, A. T. (2021). Indonesian teachers’ attitudes toward inclusive education. Discourse and Communication for Sustainable Education, 12(2), 31-44. https://sciendo.com/article/10.2478/dcse-2021-0014
Farmer, T. W., Hamm, J. V., Dawes, M., Barko-Alva, K., & Cross, J. R. (2019). Promoting inclusive communities in diverse classrooms: Teacher attunement and social dynamics management. Educational Psychologist, 54(4), 286-305. https://www.tandfonline.com/doi/abs/10.1080/00461520.2019.1635020
Finkelstein, S., Sharma, U., & Furlonger, B. (2021). The inclusive practices of classroom teachers: A scoping review and thematic analysis. International Journal of Inclusive Education, 25(6), 735-762. https://www.tandfonline.com/doi/abs/10.1080/13603116.2019.1572232
Forlin, C., & Chambers, D. (2020). Diversity and inclusion and special education. In U. Sharma (Ed.), Oxford encyclopedia of inclusive and special education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.1214.
Francisco, M. P. B., Hartman, M., & Wang, Y. (2020). Inclusion and special education. Education Sciences, 10(9), 238. https://www.mdpi.com/2227-7102/10/9/238
Garcia, C. E., Walker, W., Morgan, D., & Shi, Y. (2021). Aligning student affairs practice with espoused commitments to equity, diversity, and inclusion. Journal of College Student Development, 62(2), 137-153. https://muse.jhu.edu/pub/1/article/786637/summary
Ireri, B. R., King’endo, M., & Thuranira, S. (2019). The effects of physical resources on the implementation of inclusive education in public secondary schools – Kenya. International Journal of Scientific Research and Management, 7(5).
Kabwos, R. C., & Bitok, E. C. (2022). Influence of Adapted Physical Facilities on the Execution of Inclusive Education in Public Preschools in Belgut Sub-County, Kenya. East African Journal of Education Studies, 5(2), 392-401.
Kanno, T. N., & Onyeachu, J. A. (2018). On instructional resources for teaching special needs children in Abia State, Nigeria. International Journal of Technology and Inclusive Education, 7(2), 1318-1321. http://infonomics-society.org/wp-content/uploads/ijtie/published-papers/volume-7-2018/On-Instructional-Resources-for-Teaching-Special-Needs-Children-in-Abia-State-Nigeria.pdf
Kazmi, A. B., Kamran, M., & Siddiqui, S. (2023, April). The effect of teacher’s attitudes in supporting inclusive education by catering to diverse learners. In Frontiers in Education (Vol. 8, p. 1083963). Frontiers Media SA.https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2023.1083963/full
King, E. C., Boscart, V. M., Weiss, B. M., Dutta, T., Callaghan, J. P., & Fernie, G. R. (2019). Assisting frail seniors with toileting in a home bathroom: approaches used by home care providers. Journal of applied gerontology, 38(5), 717-749. https://journals.sagepub.com/doi/abs/10.1177/0733464817702477
KIPPRA (2024). Promoting Inclusive Education in Kenya. https://kippra.or.ke/promoting-inclusive-education-in-kenya/
Langas, R. T. (2017). The Effects Of Teacher Characteristics On Pupils’ Academic Perfomance In Kcpe In Inclusive Classroom In Public Primary Schools In Narok North Sub-County, Kenya (Doctoral dissertation).
Lebona, T. G. (2015). The implementation of inclusive education in primary schools in the Lejweleputswa education district (Doctoral dissertation, Welkom: Central University of Technology, Free State). http://ir.cut.ac.za/handle/11462/226
Lemoine, L., Bernier, T., Peter, L., Noël, Y., & Besançon, M. (2024). Teachers’ attitudes toward inclusive education for children with disabilities. European Journal of Psychology of Education, 1-34. https://link.springer.com/article/10.1007/s10212-024-00812-x
Lindner, K. T., Schwab, S., Emara, M., & Avramidis, E. (2023). Do teachers favor the inclusion of all students? A systematic review of primary schoolteachers’ attitudes towards inclusive education. European Journal of Special Needs Education, 38(6), 766-787. https://doi.org/10.1080/08856257.2023.2172894
Linguistica, H. (2012). LEV SEMENOVICH VYGOTSKY (1896–1934). Fifty Key Thinkers on Language and Linguistics, 30, 184.
Love, R. T., Oyintonyo, M. O., & Endurance, U. (2018). Disability policies and people with special needs in the work environment in Bayelsa State, Nigeria. IFE PsychologIA: An International Journal, 26(2), 90-102. https://journals.co.za/doi/abs/10.10520/EJC-119c310bae
Mucherah, W., Finch, H., Bota, K., & Thomas, R. N. (2023). Teacher attitudes and perceived preparedness towards inclusive education in Kenya: we are somewhat okay and kind of prepared. International Journal of Teacher Education and Professional Development (IJTEPD), 6(1), 1-20. https://www.igi-global.com/article/teacher-attitudes-and-perceived-preparedness-towards-inclusive-education-in-kenya/335922
Muresherwa, E. (2020). Challenges and opportunities to instructional leadership in inclusive secondary schools of Zimbabwe (Doctoral dissertation, University of the Free State). https://scholar.ufs.ac.za/items/b5d1b5de-7db9-4a3e-90e8-77a69e8312c5
Mwangi, L. W. (2015). Factors Influencing Managers in Allocation of Resources for Learners With Special Needs in Public (Doctoral dissertation, University of Nairobi).
Nandako, J. M., Ngugi, M., & Ngunjiri, M. (2019). Influence of teacher attitude on effective implementation of inclusive education policy in public primary schools in Kitale town, Kenya. Editon Consortium Journal of Curriculum and Educational Studies, 1(3), 146-157. https://doi.org/10.51317/ecjces.v1i3.106
Odongo, G., & Davidson, R. (2016). Examining the attitudes and concerns of the Kenyan teachers toward the inclusion of children with disabilities in the general education classroom: A mixed methods study. International journal of Special education, 31(2), n2. https://eric.ed.gov/?id=EJ1111087&utm_source=chatgpt.com
Okongo, R. B., Ngao, G., Rop, N. K., & Wesonga, J. N. (2015). Effect of availability of teaching and learning resources on the implementation of inclusive education in pre-school centers in Nyamira North Sub-County, Nyamira County, Kenya. http://ir-library.mmarau.ac.ke:8080/handle/123456789/3198
Omuna, M. O., Onchera, P. O., & Kurgatt, C. K. (2016). Availability and use of instructional resources for teaching and learning of English reading skills in secondary schools in Teso North Sub County, Kenya. http://197.136.17.126/handle/123456789/252
Onywany, A. R., & Odongo, B. C. (2020). Perception of Teachers on Inclusive Education in Public Regular Primary Schools in Homa Bay Town Sub County, Homa Bay County, Kenya. http://irjaes.com/wp-content/uploads/2020/10/IRJAES-V5N3P171Y20.pdf
Orinda, O. J. (2008). The History of Special Education in Kenya: a Case of Kisumu and Nyando Districts 1945–2003. Unpublished M. Ed thesis. Kenyatta University, Kenya.
Paseka, A., & Schwab, S. (2020). Parents’ attitudes towards inclusive education and their perceptions of inclusive teaching practices and resources. European journal of special needs education, 35(2), 254-272.https://doi.org/10.1080/08856257.2019.1665232
Paulsrud, D., & Nilholm, C. (2023). Teaching for inclusion–a review of research on the cooperation between regular teachers and special educators in the work with students in need of special support. International Journal of Inclusive Education, 27(4), 541-555. https://doi.org/10.1080/13603116.2020.1846799
Rapp, A. C., & Corral-Granados, A. (2024). Understanding inclusive education–a theoretical contribution from system theory and the constructionist perspective. International Journal of Inclusive Education, 28(4), 423-439. https://doi.org/10.1080/13603116.2021.1946725
Sato, T., Hodge, S. R., Murata, N. M., & Maeda, J. K. (2007). Japanese physical education teachers’ beliefs about teaching students with disabilities. Sport, education and society, 12(2), 211-230. https://doi.org/10.1080/13573320701287536
Schifter, D. E., & Ajzen, I. (1985). Intention, perceived control, and weight loss: an application of the theory of planned behavior. Journal of personality and social psychology, 49(3), 843. https://psycnet.apa.org/fulltext/1986-03768-001.html
Stone, C., & Springer, M. (2019). Interactivity, connectedness and'teacher-presence': Engaging and retaining students online. Australian Journal of Adult Learning, 59(2), 146-169. https://search.informit.org/doi/abs/10.3316/INFORMIT.592198797344699
United Nations Educational, Scientific and Cultural Organization. (1994, June). The Salamanca statement and framework for action on special needs education. In World Conference on Special Needs Education: Access and Quality.
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Published
Feb 28, 2025
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How to Cite
Kunani , S., Tsindoli , S., & Kafwa , V. N. (2025). Teachers’ Perception on Integration of Inclusive Education for Conducive Learning in Primary Schools in Uasin Gishu County, Kenya. Journal of Research in Education and Technology, 3(1), 1–20. https://doi.org/10.69897/joret.v3i1.186
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Author Biographies
Susy Kunani , Department of Curriculum Instructions and Education Media Technology, School of Education, P.O. Box 3900, 30100, Kesses, Eldoret, Kenya
Department of Curriculum Instructions and Education Media Technology, School of Education, P.O. Box 3900, 30100, Kesses, Eldoret, Kenya
Silyvier Tsindoli , Department of Curriculum Instructions and Education Media Technology, School of Education, P.O. Box 3900, 30100, Kesses, Eldoret, Kenya
Department of Curriculum Instructions and Education Media Technology, School of Education, P.O. Box 3900, 30100, Kesses, Eldoret, Kenya
Violet N. Kafwa , Department of Curriculum Instructions and Education Media Technology, School of Education, P.O. Box 3900, 30100, Kesses, Eldoret, Kenya
Department of Curriculum Instructions and Education Media Technology, School of Education, P.O. Box 3900, 30100, Kesses, Eldoret, Kenya