Skills Required for Secondary Education Teachers in Inclusive Settings
- March 7, 2022
- Posted by: RSIS
- Categories: Education, IJRISS
International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue II, February 2022 | ISSN 2454–6186
Skills Required for Secondary Education Teachers in Inclusive Settings
Irene Wanja Muiruri, Kiptoo Wilson
Abstract: Despite the government’s best efforts, the problem of discrimination among kids with special educational needs continues to grow. Students with learning disabilities have not been supplied with the necessary resources, physical facilities, or equipment to meet their specific needs, as their colleagues have. As a result, the primary goal of this research was to find out skills required for secondary education teachers in inclusive settings. The research method to be adopted in this study was quantitative methods. The research’s target population was 84 secondary school teachers. The respondents were drawn from the four secondary schools in Keiyo North Sub-County with inclusive education. Questionnaires were used to collect data from teachers. Quantitative analysis entailed the use of descriptive statistics such as percentages and frequency distribution tables. The Statistical Package for Social Scientists (SPSS) software version 25 was used to interpret the data. Presentation of data was by use of tables, pie charts and descriptions. The study concluded that teachers in an inclusive school should have a strong vision that all children can learn and believe in their abilities. Teachers should possess skills in classroom management for inclusive education. They should also possess techniques of assessment in the implementation of inclusive education programs, a study has found. The study recommends that the teachers receive in-service training to ensure that they have a strong vision of all children being able to learn and believe in their kids’ talents. For inclusive education, teachers need to have classroom management abilities. Every day in the classroom, teachers should be able to be very structured. Teachers must encourage both ordinary and disabled students to have a positive perception.
Key words: teachers, skills required, secondary education, inclusive setting
I. INTRODUCTION
Inclusive learning implies that every child in schools has equal learning possibilities notwithstanding the different cultural, social and learning backgrounds (Sharma, Shaukat & Furlonger, 2015). Individuals with disabilities have faced discrimination and barriers that keep them out of society on an equal footing with others every day (Hussain, Lone & Bhat, 2018). There are currently many challenges affecting the implementation of inclusive education worldwide (Kiplagat, Syonthi & Situma, 2019).
