International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue VI, June 2019 | ISSN 2454–6186

Infrastructure Improvement on Implementation of Inclusive Education in Public Primary Schools in Nandi County, Kenya

Sally Chumo¹, Dr. Z.K Kosgei²

 ¹PhD-Candidate, School of Education, University of Eldoret, P.O Box 2500, Eldoret, Kenya
²School of Education, University of Eldoret, P.O Box 2500, Eldoret, Kenya

Abstract: – The status of inclusive education in developing countries in Africa typically highlights difficulties in the implementation of inclusive education. The Kenyan government has put in place policies governing inclusive education in primary schools. However, a larger number of children with disabilities are still not enrolled in schools. The purpose of the study was to determine school improvement planning on inclusive education in public primary schools in Nandi County, Kenya. The specific objectives was to determine the effect of infrastructure improvement on inclusive education in public primary schools in Nandi county, Kenya, This study adopted explanatory survey design using mixed method approach. The study targeted primary headteachers, teachers, and sub-county directors of education in public primary schools in Nandi County.Multiple regressions was used to test the set hypotheses while qualitative data from interview schedules was thematically analyzed and presented as per the research objectives.This study concludes that infrastructure improvement had no significant relation on implementation of inclusive education public primary schools in Nandi County. The findings provided important information to the policy makers in the Ministry of Education on challenges faced by headteachers, teachers, parents and learners in the teaching and learning in an inclusive setting.

Key Words: Infrastructure, Improvement, Implementation Inclusive Education

I. INTRODUCTION

Teaching children with diverse abilities is a big challenge, especially in terms of creating a friendly environment. UNESCO (2004a; 2001) points out that; learners have diverse needs and inaccessible environment within and even outside the school may contribute in excluding them from learning institutions. Those views were supported by Ogot (2005a), who said that accessible environment helps to keep CWDs in school unlike where schools had inaccessible environment. To alleviate this problem then, the environment should be adapted to suit the diverse learner’s needs. This involves organizing the classroom and the school compound. UNESCO (2004d) shows that this can be possible by building ramps to classrooms and school buildings, construction of adapted latrines, enlargement of classroom windows, painting walls to improve the lighting, leveling of the play grounds to ease mobility.