Inclusive Education in Kenya-7933

ISSN 2348-3156 (Print)
International Journal of Social Science and Humanities Research ISSN 2348-3164 (online)
Vol. 7, Issue 3, pp: (442-454), Month: July - September 2019, Available at: www.researchpublish.com
Inclusive Education in Kenya: Within Kenyan

Elementary School and Teacher preparedness
1
Nanyama E.Mabele, 2Bota N. Kennedy
1,2
Masinde Muliro University of Science and Technology, Kakamega, Kenya
Abstract: This paper explore on the prospects of inclusive education (IE) within elementary schools in Kenya.
Kenya has adopted an inclusive education policy of establishing special Units alongside regular primary schools to
ensure implementation of Sustainable development goals (SDGS) and the Kenyan Vision 2030 which aims at
creating a globally competitive and prosperous country with high quality of life in Kenya. The paper also identifies
the teacher preparedness and attitude regarding IE in Kakamega County, Kenya. Finally the article suggests some
remedy for effective implementation of IE in Kenya. The study was informed by the social learning theory of
Albert Bandura. The total sample size for the study constituted 31 respondents. Probability proportion to size
(PPS) sampling was used to select 29 schools, purposive sampling was used to 31 class teachers. The study used
questionnaires, interview schedule and observation check lists to collect data. A pilot study covered 10% of the
target population which was excluded from the final study. Reliability of the instruments was determined through
split half method. Correlation coefficients for the teachers questionnaire was; r = 0.7122 which were considered
acceptable. Quantitative data were analyzed descriptively through percentages. Qualitative data was transcribed
and put into various categories and presented as emergent themes. The study findings showed that Kenyan
government through legal framework support IE in the Country, attitudes towards learners living with disabilities
change when teachers undertake some special education need training to support learners in inclusive schools and
teachers with positive attitudes and relevant facilities may enhance IE in Kenya. The association between teachers
attitude and learners’ academic achievement is significant (p=0.000 < 0.05), this implies that there is a positive
association between teachers attitude and learners’ academic achievement. The study recommends the
government, school management and other stakeholders to invent ways in which they can provide resources to
cater for the inclusive practices as well as to have a review in education to include special education training in all
teachers training colleges and also facilitate teachers to go for in-service trainings in order to improve their
attitudes, skills, and increase their knowledge of inclusivity.
Keywords: Inclusive Education, Special Education, Regular classroom, Special Educational Needs students,
Regular Students, Academic Achievement.
1. INTRODUCTION
Conceptualization of Inclusive Education
Globally, the concept of Inclusive Education (IE) has become increasingly common as an approach that gives students
with Special Educational Needs (SEN) an opportunity to attend and benefit from educational programs in mainstream
settings (UNESCO, 2006). This approach according to UNESCO is away from the former homogenous classrooms of
special schools. In special schools learners were taught in separate schools designed to meet unique needs yet the learners
were stigmatized later in the community. There is a distinctly declared agreement in the world that all children have the
right to education regardless of their race, gender, nationality, disability and etc. These agreements have been indicated in
universally important documents. The United Nations Declaration on the Rights of Mentally Retarded Persons (1971), the
UN Declaration in the Rights of Disabled Persons (1975), World Program of Action Concerning Disabled Persons (1982)
adopted by the United Nations General Assembly, the United Nations Convention on the Rights of the Child (1989), the
United Nations Standard Rules on the Equalization of Opportunities for Persons with Disabilities (1993) and UNESCO's
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Salamanca Statement and Framework for Action (1994) form a strong basis for international legal standards on disability
and function as critical documents providing children with disabilities the right to education and abolish discrimination
against them (Kokkala, 2006).
The United Nations Guidelines for Inclusion provides the clearest statement: “Inclusion is seen as a process of addressing
and responding to the diversity of needs of all learners through increasing participation in learning, cultures and
communities, and reducing exclusion within and from education ” (UNESCO, 2005). Children learn in various ways and
paces. To enable all children to develop in terms of academic, social, and physical abilities schools should create inclusive
and student-friendly environment. It is a fact that academic potential of all children grow effectively when it is based on
social and emotional potentials. However, the majority of children with special needs do not attend schools or they are
enrolled in special schools which keep them away from society. To provide children with special educational needs with
quality education in regular schools, it is necessary to have a critical look at school policies and practices to make sure
that they can properly accommodate all children with diverse education needs (UNESCO, 2009). Many people are
skeptical about enrolling children with special educational needs in public schools since they are not sure how this
practice can affect the quality of education for other children. However, if public schools could remain loyal to inclusive
principle, it would be possible to educate all students equally. School improvement trends and reforms should aim for
inclusive and student-friendly environments for all (UNESCO, 2009).
International Principles of Inclusive Education
International principles of inclusive education are defined in the Salamanca Statement and Framework for Action
(UNESCO, 1994): The guiding principle that informs this Framework is that schools should accommodate all children
regardless of their physical, intellectual, social, emotional, linguistic or other conditions; Special needs education
incorporates the proven principles of sound pedagogy from which all children may benefit; The fundamental principle of
the inclusive school is that all children should learn together, wherever possible, regardless of any difficulties or
differences they may have; Within inclusive schools, children with special educational needs should receive whatever
extra support they may require to ensure their effective education; Special attention should be paid to the needs of
children and youth with severe or multiple disabilities; Curricula should be adapted to children‟s needs, not vice versa
and children with special needs should receive additional instructional support in the context of the regular curriculum,
not a different curriculum.
There are more principles apart from the seven above-mentioned ones which are useful references that guide to design and
realize inclusive curriculum. What generally features in above principles is an emphasis on individual needs of children
with disabilities, and the necessity to address to their needs within education policy and curriculum. A teacher needs to
explore factors which can mediate as professional tools in order not only to include all children in a class but also to teach
all of them. In the search of effective inclusive education, Frederickson and Cline (2009) consider two relevant factors for
effective inclusion: the quality of the program and the extent to which the general education system accommodates the
academic and social needs of a diverse range of young people SEN.
Global Perspective towards Inclusive Education
The history of inclusive education dates back to The Universal Declaration of Human Rights (1948) which emphasizes
that everyone has the right to education. Moreover, the Standard Rules on the Equalization of Opportunities for Persons
with Disabilities (20 December, 1993) emphasized rights of education children with special needs. Another globally
significant agreement supporting learners with special educational needs (SEN) is UN Convention on the Rights of
Persons with Disabilities. Article 7 of that convention decisively declared that parties shall take all necessary measures to
ensure the full enjoyment by children with disabilities of all human rights (UN Convention, 2007). These three main
declarations inspired special needs education which was the first step towards inclusive education. The root of inclusive
education lies in integration, mainstreaming schooling, or normalization which was initiated in UK, USA and
Scandinavian countries respectively. The above-mentioned phenomena recognized the rights of learners with SEN to
attend regular schools for education. However, none of these educational formats meant full inclusion of learners with
SEN into classroom process. In the course of development of special needs education the concept of inclusion substituted
for all terminologies thus, integration, mainstreaming with expectations that this term will mean education of learners
with SEN in regular classrooms, a sense of belonging, social interactions, and academic achievements (Odom, Buysse,
and Soukakou, 2011).
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The World Declaration on Education for All (EFA), adopted in Jomtien, Thailand (1990) defined general principles of IE:
provide universal access to schools for everybody, and promote equity. This principles call for being proactive in
predicting barriers in access to education identifying recourses to eliminate these barriers. Inclusive education is a process
which increases the opportunities and capacity of education to meet needs and interests of all learners, and consequently
implement the goals of EFA. Taking universal human rights into account as the main doctrine of inclusive education
should guide policy and practice in education. In the World Conference on Special Needs Education: Access and Quality,
held in Salamanca, Spain, June 1994 gave major stimulus for IE. With more than 300 participants from 92 countries and
25 international organizations this conference made a huge jump towards IE with the change of basic policies to
encourage the inclusion of children into education mentioning that special needs education is an issue of equal concern to
countries.
Implementation of IE in Africa
The African countries cannot advance in isolation. The countries had to form part of an overall educational strategy
(Salamanca, 1994). The conference firmly established that regular schools with inclusive orientation are the most
effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society
and achieving education for all (Salamanca, 1994). This inclusive approach was affirmed by World Education Forum
meeting in Dakar, April 2000 once again mentioning the right of people with special needs to education (UNESCO,
2000). Many African countries have already started formulating inclusive policies and have begun implementing them.
These policies support education for all children but because some have not specified implementation strategies and
addressed budgetary matters; progress has been sporadic at best. Other countries in the transition process of developing an
inclusive education provision are aware that the process does not necessarily require large amounts of new money and
new resources. The key factors are for the government to:
 Redirect the existing funding towards the development of the inclusive initiatives.
 Make sure initiatives are built on existing resources, mechanisms for schools, local authorities and other sectors
involved in inclusive development.
 Development aid from international donors supports Inclusive Education and NOT segregated provision.
Inclusive education initiatives in Lesotho, Tanzania and Zanzibar started with feasibility studies The initial aim was to
understand cultural norms, existing resources and systems with a focus on helping teachers to respond better to the
identified needs of children and families in their local community, including finding ways to make the curriculum
accessible to those with impairments. But even before the feasibility studies commenced, the Ministries of education were
prepared to make a commitment to inclusion though the resources to implement it were limited and had to be augmented
by international donors.
In South Africa since 1994, when democracy was established, there has been a radical overhaul of government policy
from an apartheid framework to providing services to all South Africans on an equitable basis (Dalton, McKenzie,
Kahonde , 2012) .The provision of education for learners with disabilities has been part of that process and the
development of an inclusive education system can be traced back to the nation‟s founding document, the Constitution of
the Republic of South Africa, Act No. 108 of 1996 (Republic of South Africa (1996). In Section 29 (the Bill of Rights) it
is stated that everyone has the right to a basic education, including basic adult education; and to further education, which
the state through reasonable measures must make progressively available and accessible. It further states that the state
may not discriminate directly or indirectly against anyone on one or more grounds, including disability. The framework
for an inclusive education system is laid out in Education White Paper 6: Special Needs Education: Building an Inclusive
Education and Training System (Department of Education 2001). A section of this policy attempts to address the diverse
needs of all learners who experience barriers to learning.
Kenyan Initiative towards Inclusive Education
Just as in the case of other aforementioned global commitments to IE, Kenya is not an exception. After independence in
1963, the drive for educational development was spurred by the need to establish free universal primary education as a
key goal within the national agenda for post-colonial change (MoE, 2009). Through many initiatives such as; the Kenya
Education Commission or Ominde Commission (Republic of Kenya, 1964) recommendations stipulated that there would
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be no discrimination as in the colonial era between White, Asian and African citizens (Republic of Kenya, 1965b), the
Sessional Paper No. 5 of 1965 which expressed education as an economic rather than a social service and a key means to
alleviating the shortage of a skilled domestic workforce and of creating equal economic opportunities for all citizens
(Republic of Kenya, 1965b) and the Committee on Care and Rehabilitation of the Disabled, Ngala Mwendwa (1964),
which resulted in the formulation of Sessional Paper No.5 of 1968. Other Kenyan government initiatives towards IE
included the National Committee on Educational Objectives and Policies (NCEOP), the Gachathi Report (1976), which
focused on co-ordination of early intervention and assessment of children said to have SEN, creation of public awareness
on causes of disabilities in order to promote prevention measures and research on the nature and extent of „handicaps‟ for
provision for these children. This is still an issue to date. The researcher was then motivated to look into efficy IE policy
is being implemented in public inclusive schools. Given that IE is one of the government‟s policy in Kenya. Further,
among other initiatives towards IE in Kenya, the Kochung Taskforce (2003) also referred to as the Kochung Report
(2003) was set to examine the challenges individuals with SEN face. The Kochung Report led to the launching of the SNE
draft policy and eventual launch of the SNE policy in 2009. The recommendations provided by the Gachathi Report in
1976 set good grounds and pace for SNE where parents and other people would understand the issue of disability.
Teachers’ preparedness for Inclusive Education
Teacher professional development includes both initial teacher training and the continuing development that takes place
throughout a teacher‟s career. The initial training is known as pre-service teacher training while the continuous training
after initial training is known as in-service or post-service. Teacher training takes place through formal types of training
leading, perhaps to diploma or other certification from Universities and Teacher Training Institutions. Teacher training
can also be through less formal activities that take place on an occasional basis such as workshops, seminars and
conferences (MoE, 2009). UNESCO (1994 p.6) framework for Action on Special Needs Education notes for all countries,
teachers are the most costly and most powerful resource that can be deployed in the education system. As education
systems become more inclusive, professional development is particularly important because of the major new challenges
that face both ordinary school teachers who have to respond to a greater diversity of learners needs and special educators
who find the context and focus of their work changing in major ways. UNESCO (ibid) further asserts that, the key issues
for professional development seem to be in inclusive approaches. Teachers have to develop a new range of skills in
consultancy, the mainstream curriculum and inclusive classroom practices. It is the responsibility of the education system
to ensure that teachers are trained and given the necessary resources to do the job.
Pearce (2009a) highlighted the importance of pre-service teacher training, noting that more positive attitudes were held by
those teachers who had been prepared in their pre-service teacher training to teach all children, compared with those that
had not been prepared and trained to teach a diverse classroom. For improvement in attitudes towards inclusive education
to occur, it has been suggested that ongoing professional training for existing teachers is necessary, as well as further
development in pre-service teacher training for more inclusive practices (Forlin, 2010b).
A study by Lambe and Bones (2006) found that attitudes of pre-service teachers towards the philosophy of inclusive
education were generally positive, with more than 80% of participants believing that all teachers should experience
teaching children with special education needs. However there was a marked concern about training and preparation.
Specifically, almost half of the participants felt that they did not have adequate experience to work effectively with
students with special education needs, and more than half felt that they did not have the skills to teach in an inclusive
setting. The attitudes of pre-service teachers towards inclusive education have been shown to be a significant predictor for
future implementation of inclusive education (Sze, 2009).
A recent study by Forlin and Chambers (2011) found that while attitudes towards inclusive education were improved
through training and knowledge, pre-service teachers‟ concerns and perceived stress about the implementation of
inclusive education were not improved. With this inconsistent findings elsewhere regarding teacher training, the article
examined teacher preparedness and attitudes regarding IE. This paper considered both primary in-service teachers training
and post teachers training.
Kenyan Teacher Preparedness for IE
In Kenya there are five education programmes for teacher training. However, the current paper focused on Elementary
school teachers which directly links to IE. Primary Teacher Education (PTE) is provided in both private and public
certificate level colleges that offer two year residential programmes (Benoit, 2013). It is worth noting that the training
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focus has been on regular classroom with a casual mention of special needs children in psychology courses. Kenya
Institute of Special Education (KISE) offers a two year diploma in Special Needs education to practicing primary school
teachers. Teachers achieve diploma qualifications, certificates and distance-learning courses in Special Needs Education.
The Diploma course runs for two years on a full-time residential basis and three years through distance learning. The
certificate course runs as a three month residential in-service course and one year for distance learning. The Diploma in
Special Education covers: Hearing visual, physical and intellectual impairment. A Diploma course in Audiology is offered
at the University of Nairobi. However, the number of teachers graduating from these universities may not adequately meet
the needs for inclusive education. It is proposed that all teachers should undertake a course in special education (Wango,
2011).
A study by Kurumei (2012) on effectiveness of inclusive education in inclusive public primary schools in Elgeyo
Marakwet County, Kenya, revealed that there were few teachers who were trained in special education needs and
therefore, regular teachers struggle through in providing quality services to the learners. This challenge is further
exacerbated by the fact that teachers do not have training and seminars concerning inclusive education regularly which
could enhance leaners academic achievement. Other studies that underpin teacher training in SNE courses that proof to
assist in appropriately interacting with SEN learners during classroom practice than those who have not undergone the
training have been conducted in Kenya. For example, Bota, Nyatuka and Lenod (2015) undertook a study on the state of
inclusive education in Kenyan primary schools and found out that Primary teacher One (P1) teachers who had completed
a diploma SNE program gave confessions that before undertaking a SNE program, they inappropriately interacted with
SEN learners during classroom practice.
2. METHODOLOGY
The study adopted a descriptive survey research design. Survey design can effectively be used to measure the
characteristics of a larger sample qualitatively and quantitatively in order to explain causal explanation to the phenomena.
As explained by (Merther & Charles, 2011), in this design, the researcher does not manipulate the variables under study
but instead, examines the variables in their existing condition. Therefore the researcher conducted the study within the
then existing implementation of inclusive education in the study area. A survey research design is sufficient in collecting
large amounts of information within the shortest time (Mertler, 2018). The design can be used when collecting
information about people‟s attitudes, opinions, habits or any of the variety of education or social issues (Leedy & Ormrod,
2013). It was considered appropriate for the study because the study focused on the observations, opinions and
perceptions of the then existing situation. The design suited the study for its effectiveness in collecting data and describing
the implementation of inclusive education practices in the real situations on the ground. The study gathered facts,
knowledge, opinions and judgment from teachers how they viewed and implemented inclusive education in regard to
learners‟ academic performance in Public primary schools. The design allowed collection of both qualitative and
quantitative data that was subject to both descriptive and inferential analysis.
3. STUDY AREA
The study was conducted in public inclusive primary schools in Kakamega County. The County is located on the western
part of Kenya. The county is made up of 12 sub-Counties namely; Mumias, Matungu, Kakamega Central, Navakholo,
Khwisero, Butere, Kakamega North, Kakamega South, Kakamega East, Likuyani, Lugari and Matete.The region is
located between 1‟ 15‟ North and 0‟3‟ West longitude and to the East 35‟12‟ East longitude (ROK, 2003). (See appendix
I). The total area of the County is about 3,244.9 SQ KM 2 (ROK, 2003). This area is about 1.4% of the total area of Kenya.
The County has a population of 1,660,651 people as per the 2009 population census (ROK, 2010). This presents 11.23%,
of the total Kenyan population. The average population density is 515 persons per km2. The population growth has
fluctuated between 3.4 in 1969 and 0.3 in 2014 (Rok, 2015). Unfortunately 57% of the population live below the poverty
line. Most of the people in the County have ventured in various economic activities to fight poverty.
For boys with severe disabilities never undergo Luhya culture rites of passage of circumcision hence they face two
challenges; stigmatization for having disability and being an abomination to the society. Communities living around
Kakamega forest such as the Tiriki and Nandi hide persons with disabilities in their houses and when these persons with
disabilities become sick, they are taken to Kakamega forest to die there (EARC-Kakamega, 2014). Perceptions regarding
persons with disabilities in Kakamega County over the years were as hopeless and useless (Munyi, 2012). However,
Munyi further noted that, in the field of education, perceptions towards persons with disability had changed significanyly
and the challenge to educators was to ensure that schools were readily and accessible to persons with diasabilities and the
regular learners.
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It was also noted that in Kakamega County some learners said to have special needs cannot access and participate in free
inclusive primary education. Through the researcher‟s own experience as a primary school teacher in Kakamega County,
it was observed that many learners said to have special needs drop out of school or experience learned helplessness in
schools annually. The MoEST (2015) report also indicates that the enrolment of learners with disabilities at lower classes
( 1,2 &3) is usually 1.5 % that of the entire school enrolment. However, more than ½ % of the disabled learners do not sit
for Kenya Certificate of Primary Education (KCPE) or if they sit KCPE their scores are always below average. Reports
further indicated that despite the FPE to enhance inclusive education, there is an increase in primary school dropout rates
(MoEST, 2012). Further, Records at the Kakamega County EARC show that a very small number of learners with
disabilities have been assessed and placed in inclusive primary schools and yet they were never retained in schools to
complete the primary education cycle. Hence, the study sought to examine the effectiveness in implementing inclusive
education on learners‟ academic performance in inclusive public primary schools in Kakamega County, Kenya.
Study Population
Study population comprised of 104 class teachers drawn from 104 public primary schools.
Sampling Techniques and Sample Size
Multi-stage sampling technique was adopted. Multistage sampling is the taking of samples in stages using different
sampling techniques at each stage (Merther & Charles, 2011). Schools were sampled using stratified random sampling
technique along geographical lines giving 12 Sub- counties (stratas). Stratified random sampling is a process in which
certain subgroups referred to as strata are selected for inclusion in a sample (Merther, 2018). After getting schools in
stratas, the researcher discovered that schools were not evenly distributed in the 12 Sub-Counties, hence it called for a
representative sample of schools to be selected by allocating the proportionate ratio to each unit of study. Thus, the
researcher adopted probability proportion to size (PPS) sampling technique to determine sample size of schools as
representative in each stratum subject to schools category. The PPS technique ensured that those respondents in larger
sites had the same probability of getting into the sample as those respondents in smaller sites, and vice versa. A
proportionate sample formula was used to calculate the proportionate sample sizes for each stratum (Sub-County) thus;
Sample size of the stratum= (size of the entire sample ÷ population size) Layer size of the stratum (Fraenkel et al, 2012).
Given that categories of public primary schools according to the Ministry of education Kenya are; boys boarding, girls
boarding, mixed day and mixed boarding, to further obtain a representative sample of schools from the target area, the use
of purposive sampling was used to cater for inclusion of all categories of schools per stratum. Table 1 summarizes the
information on Sampling of Schools.
Table 3.1: Sampling of Public Inclusive Schools in Sub-Counties
SUB-COUNTY All CATEGORIES OF SCHOOLS

inclusive
schools
Boys Girls Mixed Mixed Sampled
Boarding Boarding Boarding Day schools
Butere 19 0 0 0 19 02
Khwisero 18 0 0 0 18 02
Matete 22 0 0 0 22 02
Navakholo 20 0 0 0 20 02
Kakamega Central 22 0 0 0 22 02
Kakamega East 19 0 01 0 18 02
Kakamega South 21 0 0 0 21 02
Kakamega North 51 0 0 01 50 05
Mumias 38 01 01 01 35 04
Matungu 19 0 0 0 19 02
Lugari 17 0 0 0 17 02
Likuyani 21 0 0 0 21 02
TOTAL 297 01 02 02 292 29
Source: Researcher, 2017
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Class teachers were purposively sampled from the schools because they had interaction with learners with disabilities and
they were considered best informed about inclusive practices in schools. Purposve sampling focuses on individual that
represent in dramatic terms the studied phenomenon (Johnson & Christensen, 2012, Ashely, 2017). The goal was to find
participants who were information rich as it was indicated by (Plano, Clark & Creswell, 2010). These participants yielded
qualitative data. According to Fraenkel,Wallen & Hyun ( 2012), qualitative research involves the collection, analysis and
interpretation of data largely narrative and visual in nature to get insights into a particular phenomenon of interest. Hence,
through Critical sampling the researcher focused on getting qualitative data by soliciting holistic description in thick, rich
details of the situation of IE on the ground.
Tools
The study used questionnaires, interview schedule and observation check lists to collect data. A pilot study covered 10%
of the target population which was excluded from the final study. Reliability of the instruments was determined through
split half method. Correlation coefficients for the teachers questionnaire was; r = 0.7122 which were considered
acceptable
4. FINDINGS
Teachers’ perception regarding inclusive education
To assess teachers preparedness for IE the researcher gave the respondents (teachers) a questionnaire with expected
statements that would enhance impementation of inclusive education policy in primary schools in Kenya which they were
to respond to. The statements were also deemed to enhance learners academic achievement.The respondents were to
give their opinions based on the likert-type five point scale. A value of four and above on a positively stated item
indicated a positive response, a value of three represented a neutral response or lack of commitment by the respondent. A
value below three depicted a negative response.Results are presented in Table 1
Table 1 Opinions about Inclusive Education in Schools.
The second objective was to examine the relationship between teachers‟ attitudes towards inclusion in schools and
learners‟ academic achievement . Data on perceptions of incusion of learners with disabilities in schools by learners and
teachers at public inclusive primary schools was collected both qualitatively and quantitatively. To collect data for this
objective quantitatively, the researcher gave the respondents ( teachers) a questionnaire with 6 items in relation to views
regarding inclusion and learners academic perfomance in schools to respond to. Also other components of attitudes were
included on the questionnaire to get more of the teachers views in relation to inclusion. The emotional reaction which is
the affective component of the attitude had 6 items, 3 items collected data on teachers intention which is the conative
part to facilitate inclusive education and lastly 4 items collected data on teachers ratings of skills they possed to handle an
inclusive class. The respondents were to give their opinions based on the likert‟s five point‟s scale. A value of four and
above on a positively stated item indicated a positive response, a value of three represented a neutral response or lack of
commitment by the respondent. A value below 3 depicted a negative response.Table 1 presents the results.
Table 1: Attitudes towards Inclusion in Schools and Learner’ Academic Achievement
Statement SA A U D SD To %
f % f % f % f % f %
Teaching learners with special needs 3 (10) 19(63.3) 0(0) 7(23.3) 1(3.3) 30 100
in inclusive schools has overcrowded
the classes
It is never possible to teach learners 10(33.3) 11(36.6) 2(6.7) 3(10) 3(10) 30 100
with disability together with those
without disabilities.
Learners with disabilities should be 12(40) 13 (43.3) 0(0) 4(13.3) 1(3.3) 30 100
taught in their own special schools
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Teaching learners with disabilities 1(3.3) 3(10) 12(40) 10(33.3) 4(13.3) 30 100
and the regular learners in an inclusive
class improves learners grades
Teaching learners with disabilities 7(23.3) 18(60) 1(3.3) 2(6.7) 2(6.7) 30 100
and the regular learners in an
inclusive class improves learners
interaction
Teaching learners with disabilities 10(33.3) 7(23.3) 0(0) 12(40) 1(3.3) 30 100
and the regular learners in an inclusive
class improves learners personality
Emotional reactions (affective component)
STATEMENT SA A U D SD Tot %
f % f % f % f % f %
I will accept responsibility for teaching 0(0) 1(3.3) 0(0) 28(93.3) 1(3.3) 30 100
children with severe learning
difficulties within a whole-school
policy
I will change my teaching processes to 6 (20) 1(3.3) 0(0) 21 (70) 2(6.7) 30 100
accommodate children with severe
learning difficulties
I will engage in developing skills for 0(0) 6 (20) 1(3.3) 21 (70) 2(6.7) 30 100
managing the behaviour of children
with severe learning difficulties
I feel confident in diagnosing/assessing 0(0) 8(26.7) 0(0) 1(3.3) 21 (70) 30 100
specific needs
I feel confident in collaborating with 0(0) 8(26.7) 6 (20) 7(23.3) 9(30) 30 100
colleagues to provide coherent teaching
programmes for learners with SEN
I feel confident in implementing 0(0) 0(0) 21 (70) 9(30) 0(0) 30 100
Individual Educational Plans
Teachers‟ intentions (conative component)
STATEMENT SA A U D SD Tot %
f % f % f % f % f %
I will accept responsibility for teaching 1 (33.3) 7(23.3) 13(43.3) 7(23.3) 7(23.3) 30 100
children with severe learning
difficulties within a whole-school
policy.
I will change my teaching processes to 1 (33.3) 8(26.7) 7(23.3) 14(46.6) 0(0) 30 100
accommodate children with severe
learning difficulties.
I will engage in developing skills for 2(6.7) 8(26.7) 7(23.3) 10(33,3) 3(10) 30 100
managing the behaviour of children
with severe learning difficulties
Teachers‟ rating of the skills they possessed.
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STATEMENT Not I have Neutra I feel Very Tot %

confident misgiving l secure in confident
at all s my
teaching
f % f % f % f % f %
I feel confident in handling learners 9(30) 12 (40) 2(6.7) 5(16.6) 2(6.7) 30 100
of different abilities in class
I feel confident in diagnosing 15(50) 12 (40) 0(0) 2 (6.7) 1(3.3) 30 100
specific learning needs
I feel confident in collaborating with 2 (6.7) 3(10) 12 (40) 3(10) 10(33.3) 30 100
colleagues to provide learning
programmes for learners with SEN.
Ifeel confident in implementing 20 (66.7) 3(10) 2 (6.7) 3(10) 2 (6.7) 30 100
Individual Educational Plans.
Source: Researcher, 2017

From Table 4.3 indicates that 3 (10%) of the respondents strongly agreed that tteaching learners with special needs in
inclusive schools has overcrowded the classes, 19(63.3%) while 7(23.3%) and 1(3.3%) disagreed and strongly disagreed
respectively with the statement. Concerning possibility to teach learners with disability together with those without
disabilities, 10(33.3%) of the respondents strongly agreed that teaching learners with disability together with those
without disabilities is possible, 11(36.6%) agreed while 2(6.7%) were undecided, 3(10%) disagreed and again 3(10%)
strongly disagreed with the statement. Views of respondents concerning learners with disabilities being taught in their
own special schools indicates that 12(40%) of the respondents strongly agreed, 13 (43.3%) agreed while 4(13.3%)
disagreed and1 (3.3%) strongly disagreed. Concerning views of tteaching learners with disabilities and the regular
learners in an inclusive class improves learners grades 1(3.3%) of the respondents strongly agreed, 3(10%) agreed while
12(40%) were undecided, 10(33.3%) disagreed and 4(13.3%) strongly disagreed with the statement. On treaching learners
with disabilities and the regular learners in an inclusive class improving learners interaction, 7(23.3%) of the respondents
strongly agreed, 18(60%) agreed, while only1 (3.3%), 2(6.7%) disagreed and again 2(6.7%) strongly disagreed to the
statement. On the question of teaching learners with disabilities and the regular learners in an inclusive class improves
learners personality 10(33.3%) of the respondents strongly agreed that learners with disabilities and the regular learners in
an inclusive class improves learners personality, 7(23.3%) agreed, 12(40%) disagreed and 1(3.3%) strongly disagreed to
the statement.
On emotional part component, only one teacher (3.3%) agreed that would accept responsibility for teaching children with
severe learning difficulties within a whole-school policy, 28(93.3%) disagreed, 1(3.3%) strongly disagreed with the
statement. Only 6 (20%) of the respondents strongly agreed that they will change their teaching processes to
accommodate children with severe learning difficulties, 1(3.3%) agreed, 21 (70%) disagreed and 2(66.7%) strongly
disagreed with the statement. Concerning engaging in developing skills for managing the behavior of children with severe
learning difficulties, only 6(20%) agreed, 21 (70%) and 2(6.7%) disagreed and strongly disagreed respectively. The
question of feeling confident in diagnosing/assessing specific need, only 8(26.7%) agreed, 22 (73.3%) disagreed to the
statement. On the question of feeling confident in collaborating with colleagues to provide coherent teaching programmes
for learners with SEN, only 8(26.7%) of the respondents agreed, 6 (20%) were undecided, 7(23.3%) and 9(30%)
disagreed and strongly disagreed respectively. On whether they felt confident in implementing Individual Educational
Plans, 21 (70%) of the respondents were undecided while 9(30%) disagreed with the statement.
Findings from teachers‟ intentions (conative component) reveal that only 1 (33.3%) of the respondents strongly agreed to
accept responsibility for teaching children with severe learning difficulties within a whole-school policy, 7(23.3%) agreed
while13 (43.3%) were undecided, 7(23.3%) disagreed and again 7(23.3%) disagreed. Concerning change of teaching
processes to accommodate children with severe learning difficulties, only 1 (33.3%) of respondents strongly agreed,
8(26.7%) agreed while 7(23.3%) were undecided and 14(46.6%) disagreed. On the question of engaging in developing
skills for managing the behaviour of children with severe learning difficulties only 2(6.7%) strongly agreed, 8(26.7%)
agreed while 7(23.3%) were undecided, 10(33. 3%) disagreed and 3(10%) strongly disagreed to the statement.
Page | 450
Teachers‟ rating of the skills they possessed, 9(30%) of the respondents indicated that they are not confident in handling
learners of different abilities in classes, 12 (40%) indicated they have misgivings, 2(6.7%) were neutral, 5(16.6%) felt
secure in their teaching and only 2(6.7%) felt very confident in handling learners of different abilities in classes. On the
question of feeling confident in diagnosing specific learning needs15 (50%) indicated that they are not confident, 12
(40%) indicated they have misgivings, 2 (6.7%) felt secure and only 1(3.3%) felt very confident in diagnosing specific
learning needs. On collaborating with colleagues to provide learning programmes for learners with SEN, 2(6.7%) of the
respondents indicated that they are not confident, 3(10%) indicated they have misgivings, 12 (40%) were neutral 3(10%)
felt secure in collaborating with colleagues to provide learning programmes for learners with SEN , 10(33.3%) felt very
confident in collaborating with colleagues to provide learning programmes for learners with SEN. Concerning confidence
in implementing Individual Educational Plans 20 (66.7%) of the respondents indicated that they are not confident, 3(10%)
indicated they have misgivings, 2 (6.7%) were neutral 3(10%) felt secure and 2 (6.7%) felt very confident in
implementing Individual Educational Plans.
From the findings on teachers‟ opinions concerning inclusive education, one could say that teachers have a mixed
perception regarding inclusive education. On one hand respondents indicate that inclusive education; teaching learners
with disability together with those without disabilities is possible from 21 (59.0%) and improves learners personality
which was from 17(57.4%) of the respondents. However on the other hand, respondents opined that inclusive education
has crowded classes 26(86.7%).
From the respondents findings on emotional reactions (affective component), in the practice of inclusive education, one
can conclude that teachers are still having negative emotions towards inclusion in schools. Findings from teachers‟
intentions (conative component) reveal that they are not positive to change teaching processes to accommodate children
with severe learning difficulties. From the findings of the teachers‟ rating of the skills they possessed, one could also
conclude that teachers are not having skills to give quality education to learners with disabilities.
The findings concurs with various researchers in Kenya who have identified mixed and negative attitudes towards
inclusion as one of the five key barriers that hinder effective and quality inclusion of learners jn schools (Kochung, 2003,
Wanjohi, 2013). The finding indicated that the attitudes of classroom teachers remain crucial in determining the ethics
and pedagogical practices in respect of children with SEN. Muuya‟s (2002) research indicates that there remains a
negative attitude amongst head teachers to the integration of children said to have SEN in the schools than teachers. The
research further asserts that such attitudes need to be addressed through suitable in-service training.
During interviews and observations it was noted that Kenya has adopted an inclusive education policy of establishing
special Units alongside regular primary schools. The special units in these primary schools specialize either in one
category of disability or a mixture: For example only the mentally challenged or mentally challenged with Emotional and
behavior disabilities. Some Secondary schools also practice some kind of inclusion, though challenges related to barriers
within these schools are present. Alongside special units, there exist special schools that have existed for quite some time.
These special schools seem to be more dominant. Learners with SEN are referred to either special schools or units after
assessment by Educational Assessment and Resources (EARCs) located in most sub-County headquarters throughout the
country. Special schools also exist alongside regular ones for learners with one form of challenge/impairment or the other
(special needs learners) This category of learners include the hearing impaired; visual impaired, learning disabled,
physical and health impaired, the gifted and talented; mild mental retardation, pastorals and nomads). Special Units are
located alongside some primary schools. Teachers arrange for learners with special needs to attend some hours like in the
morning hours in special units and included in regular classrooms in the afternoon thus four hours in the unit and two
hours in the afternoon, depending on the recommendation from Special Education teacher. There were cases also of some
learners who have specific difficulties in regular classrooms referred to by teachers to the special units to learn some skills
that they never comprehended for example speech therapy, reading skills, some math concepts among others. This has
witnessed learners with SNE transiting from one class to the other with the recommendation of the special education
teacher.
Further respondents indicated that in their schools they practice inclusion. In13 (44.8%) of the schools they practice
partial inclusion where learners of multiple disabilities are placed in special units attached to schools. Various disabilities
reported and observed were: Retarded growth, physical disability some on wheel chairs, some with big sized heads, Down
syndrome, hearing impairments, eyesight challenges, others with multiple impairments. The respondents reported that
during some general lessons the learners are integrated in one class to share materials like books, limited teaching aids,
and playground for physical education lessons. Respondents indicated that for special lessons such as speech therapy,
Page | 451
remedial on numbers and letters and hand crafts learners with severe disabilities are taught in their special units
sometimes using individualized education plan to each learner. However, the respondents indicated that individualized
education plan is not regularly used because of heavy work load to teachers. The finding of big class sizes was confirmed
by the researcher during lesson observation.
The researcher also conducted a pearson‟s correlation analysis for the quantitative data that was collected using the
questionnaires responses to assess the relationship between teachers‟ attitude on academic achievement of learners .The
correlation was done to quantify the degree of a linear relationship at which teachers‟ attitude and academic achievement
of learners are related. The results are shown in Table 4.3.
Table 2: Pearson's Correlation Analysis
b
Correlations
attitude survey Exam performance(averange)
Pearson Correlation 1 .526**
Teachers attitude
Sig. (2-tailed) .000
Pearson Correlation .526** 1
Academic achievement (averange)
Sig. (2-tailed) .000
**. Correlation is significant at the 0.01 level (2-tailed).
b. Listwise N=30
The association between teachers attitude and learners‟ academic achievement is significant (p=0.000 < 0.05), this implies
that there is a positive association between teachers attitude and and learners‟ academic achievement. We fail to reject
Ho1. A positive change in attitude survey results in a positive increase in learners‟ academic achievement with a measure
of association being r=0.526.
5. CONCLUSIONS
Based on research in Kenyan Inclusive Education Policy as well as review of internationally research work, three factors
have proved successful in implementing IE in Kenya.
Governement support. The Kenyan government through legal framework support IE in the Country.
Planned teacher training. Attitudes change when teachers undertake some special education need training to support
learners in inclusive schools.
Attitudes and facilities. Teachers with positive attitudes and relevant facilities may enhance IE in Kenya. The
association between teachers attitude and learners‟ academic achievement is significant (p=0.000 < 0.05), this implies that
there is a positive association between teachers attitude and and learners‟ academic achievement.
6. RECOMMENDATIONS
1. There is need for the government, school management and other stakeholders to invent ways in which they can
provide resources to cater for the inclusive practices.
2. There is need for the government to have a review in education to include special education training in all teachers
training colleges and also facilitate teachers to go for in-service trainings in order to improve their attitudes, skills, and
increase their knowledge of inclusivity.
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ISSN 2348-3156 (Print)

Inclusive Education in Kenya: Within Kenyan

SUB-COUNTY All CATEGORIES OF SCHOOLS

Emotional reactions (affective component)

Teachers‟ intentions (conative component)

Teachers‟ rating of the skills they possessed.

STATEMENT Not I have Neutra I feel Very Tot %

Source: Researcher, 2017

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