international journal of creative …(mugenda and mugenda, 2003). the research adopted stratified...

International Journal of Creative Research and Studies Volume-3 Issue-9, September 2019

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INTERNATIONAL JOURNAL OF

CREATIVE RESEARCH AND STUDIES www.ijcrs.org ISSN-0249-4655

DETERMINANTS OF TEACHERS’ PREPAREDNESS

TOWARDS IMPLEMENTATION OF INCLUSIVE EDUCATION

IN LOWER GRADE PRIMARY SCHOOLS IN AWENDO,

MIGORI KENYA

Mr. Clifford Otieno Owino

Department of Early Childhood and Special Needs Education,

School of Education, Kenyatta University, Kenya

Dr. Rachel W. Kamau-Kang’ethe & Dr. Teresa B. Mwoma

Senior Lecturer, Department of Early Childhood and Special Needs Education,

School of Education, Kenyatta University, Kenya

Abstract

This article presents findings of a study that investigated implementation of inclusive education in lower grades in

primary schools. The study’s main objective was to establish determinants of teachers’ preparedness towards

implementation of Inclusive Education. The study was premised on Vygosky’s Social Development theory with a

concept of Zone of Proximal Development which maintains that students can learn concepts that appeared

abstract with the help of informed other. Descriptive survey design employing survey technique was adopted.

Multi-case sampling technique was used to come up with 9(30%) of 30 targeted schools. Stratified, simple

random sampling and Purposive sampling techniques were used to sample the respondents to come up with 37

subjects comprising an education officer, nine school heads and twenty-seven teachers in the study locale. The

data was collected using questionnaires, interview schedules, and observation checklists. Analysis revealed that a

very small number of teachers had mastery in special needs education when compared with the number of schools

with special units

Key Words: Inclusive education, training in special needs education, existence of policy on inclusive education,

status of inclusive environment, teachers’ attitude towards inclusive education, lower grade primary.

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International Journal of Creative Research and Studies ISSN-0249-4655


Background

The practice of ‘inclusive education’ being a new trend in special education, involves educating all learners living

with and without disability in their neighborhood regular schools where quality instructions, intervention and

support as well as chance to develop friendship are offered together (MCIE, 2012).

Special needs in education focuses on learners with both developmental disabilities and those who are gifted and

talented since they typically differ from their average counterparts in mental, sensory, communication, physical,

behavioral or emotional developments (Kirk and Gallagher, 2005). Access and quality education for learners with

disability should be emphasized by all nations to help create fairer competition in vocational field (UNESCO,

1994). EFA (2000) similarly emphasized on the need for equity in providing education services and practices for

all including the disadvantaged.

United Nations’ in their ‘Sustainable Development Goals’ (SDGs4) contends that vocational training for persons

with disability require careful upgrading of education systems by nations that will see improvement towards

disability sensitivity as well as provide safe non-violent inclusive and effective learning environment for all (UN,

2012). However, teachers still lack adequate training in special needs education and are less competent to offer

vocational training to learners living with disability (Reddy, 2006). Nevertheless, the courses learners with

disability pursue in their classes are intimately correlated to both their academic performance and their social

adjustment at school thus the need for competent teachers who would advice on the choices of vocational course

(Knokey, 2006).

In Kenya, education system is still ill equipped to support learners with disability and special needs even though a

significant number of special needs learners are enrolled in schools. There is no policy framework guiding

inclusive education in regular primary schools and teacher inadequacy in training is glaring. Therefore, handling

special needs education in the assessment centres and schools is practically difficult (MOE and KISE, 2018).

In consideration of lower grades in primary schools, a gap of knowledge presented itself through the challenge of

dealing with children at this stage. They are undergoing critical and rapid holistic development. Handling of

learners with developmental disability at this stage of early childhood development either in classrooms or in

outdoor environment requires adequate preparedness through knowledge and skills acquisition in the area of

Special Needs Education. This dimension of the problem precipitated and prompted the undertaking of the study

reported in this paper.

According to literature review from different scholars globally reveal that inclusive education is the new trend in

the development of Special Needs Education. Its global conceptualization have unveiled challenges to Inclusive

Education such as lack of technical and practical strategies by national governments to put into practice the six

Dakar goals of education as well as various nations’ education systems still lack guiding policies (Calderbank,

2009; Kamundia, 2012). According to UNESCO 2011 global report, “negative attitudes towards working with

learners living with disability, less accommodative curriculum, language and communication problems, teachers’ incompetency to handle special needs learners …” are some of the difficulties faced in inclusive schools

(UNESCO, 2011). Additionally, teachers hate teaching learners with Special Needs in Education as they perceive

them as extra work load (Thurman et al. 2010).

Inclusive schools allowed SNEL to attend neighboring schools of their choice together with their siblings and

friends where they participate in what their peers do and enjoy school (New Zealand government, 2014).

Victorian government 2016 committed to operationalising inclusive education by putting in place Special Needs




Plan for Victorian Schools. The plans include nine initiatives aimed at giving every child a safe, positive and

supportive environment for learning according to their individual needs (State of Victoria, 2016).

A number of learners with Special Needs in Education still fail to attain minimum education standards as a result

of rampant drop outs from schools during the early years leading to life handicapped after failing to access quality

education (UNESCO, 2006). In curbing the school dropout rate, school’s should have modified curriculum and

competent teachers. Teachers identify learners with SNE, design an Individualized Educational Program,

modified content and presented in simple terms using strategies that do not scare any learner (Rouse-hill, 2009;

Sailor, 1991). Effective inclusive education requires that a teacher become confident (Mullick, 2013).

Limited professional qualifications of the teachers are the major barriers for implementation of inclusive approach

in regular schools (Sharma et al. 2013). Teachers therefore, have a professional role to take into account both

ethical and societal missions. Teachers’ training programmes need to change from that of a deviance discourse

(establishing a hierarchy of cognitive skills to place each student in a rather closed system) to one of inclusion or

competency where open learning-potential of learner is discovered and stimulated (Opertti et al.2009).

Although African countries still lack laws and policy frameworks and strategies for the education of children

living with disabilities in reference to the current trends of millennium development and EFA goals in perspective

of education (Tesemma, 2011; Gwala, 2006), inclusion introduced in schools reduced stigmatization and

promoted equality (Kamuga, 2016). Critical issues affecting learners with disabilities should be addressed through

training of both teachers and the community (Ndyabawe, 2016). Absence of clear policy framework in Tanzania

regarding inclusive education should also be government’s first priority (Krohn-Nydal, 2008).

Enactment of disability policy in relation to the international protocols as a pointer of government’s commitment

towards realizing inclusive education was a major milestone towards inclusion agenda by the Kenyan

Government (Republic of Kenya 2001: 09: 10; GOK, 2013). However, learners with disability still perform

poorly in examinations in special schools over the years (KSB, 2011; Kimondiu, 2012). This problem could have

been precipitated by little efforts from governments towards supporting Educational Assessment Resource

Service Centers, in terms of personnel, space and equipment (MOE and KISE, 2018).

Teaching resources as well as friendly environment like easy access to the physical space and resources within the

school influence academic performance the least when compared with social interaction between the learners and

teachers (Ndiwa, 2013). Teachers in regular schools are not properly prepared to teach learners with special needs

in education placed in their schools. In addition, curriculum does not cater for learners with special needs in

education and there inadequate materials for learning (Muthoni, 2013).

Secondary schools that had embraced inclusive education are experiencing untold interrelated constraints ranging

from lack of qualified teachers to handle the inclusive education, lack of physical and instructional facilities

suitable for inclusive education, and negative attitudes by parents regarding learners living with disability (Unice

and Orodho, 2014). Teachers are inadequately untrained in special needs education and had negative attitude

towards implementation of inclusive education (Onywany et al. 2014; Wanderi, 2015).

Literature reviewed did not indicate other studies that have been conducted focusing on children living with

disability and learning in lower grades in regular primary schools and teachers’ preparedness to implement

inclusive education. As a result, it is the researcher’s strong position that inclusive education needs

implementation right from early childhood stage if SNELs are to contribute towards societal development later in

life. These facts prompted the choice of this study’s problem.




Methodology

The study adopted descriptive research design where survey technique was identified as the most appropriate

approach for data gathering because of its ability to collect facts, knowledge, attitudes and opinions of the

population of study, procedures and events (Gay, 2007;Orodho, 2004). The design was also suitable for collecting

data from large population size because of its ability to gather data regarding the characteristics of a population

(Mugenda and Mugenda, 2003).

The research adopted stratified sampling technique to select 12 schools out of which nine schools formed the

study sample. The reason for the use of the technique was because the area has four wards and to get each ward

represented and get evenly distributed information, the use of the technique sufficed. One of the wards had only

one school included in the study sample to make a total of nine schools. The other two schools from the later ward

was used during piloting study. Simple random sampling technique thereafter was employed to select 27 teachers

of lower primary schools to participate in the exercise after allowing all the population equal chance to take part

in the study. The reason for using simple random technique was to give all the target population equal chance for

selection. All the targeted schools were classified into strata of 4 wards. Each ward had their schools given a

numerical tag on piece of paper. The numbers were written on small pieces of paper which were folded and

placed in a container representing each ward where the researcher picked 3 pieces of papers at random from the

container representing each ward at a time. The first nine schools corresponding to the numbers picked were

included in the study sample.

The data collection instruments were questionnaires, interview guides and the observation checklists which were

pre-tested to determine their validity and reliability. Primary data was collected using both questionnaires for

teachers and head-teachers, interview guides for the teachers, head-teachers and education officer and observation

checklists was used to augment the collected information.

The gathered information was analyzed by using both quantitative and qualitative methodologies. Quantitative

data was collected using closed ended questionnaires of four point Likert scale. Qualitative data was collected

through interview guides, observation and open ended questionnaires. The data was cleaned and the responses

tallied first as sub themes and used a coding frame to code the data. The most relevant responses were presented

in narratives and direct quotes and linked to common themes derived from each objective.

Inferential statistics was also used to further analyze the data through the use of Pearson correlation analysis. The

reason for the choice of Pearson’s correlation analysis was because the study sought to establish the relationship

between determinant of teachers’ preparedness (Independent variable) and implementation of inclusive education

(Dependent variable). The use of Pearson’s correlation paid attention to significance where the null

hypothesis was observed and accepted as significant above 0.05 (5% margin of error) and with regard to

reliability of data and accepted as significant only at R=>70 (Campbell and Machin, 1999). The results were

presented through frequency distribution tables, charts and graphs.

Findings and Discussions

Findings revealed that there are fewer number of teachers who are trained in special needs education (4% degree,

26% diploma) as compared to the number of schools implementing IE (see figures 1 and 2).




Figure 1: Highest Level of Training in SNE

Figure 2: Distribution of Trained Teachers in Special Needs Education in Regular Schools

Figure 1 indicates that majority of the teachers (56.5%) which correspond to 14 teachers are O-level (Untrained

teachers), (26.1%) which corresponds to 6 teachers are diploma holders in special needs education, (4.3%) which

corresponds to 1 teacher has degree in special needs education and those who attended workshops/seminars in

special needs education were (4.3%) which corresponds to between 1 to 2 teachers. The figure also indicates that

(8.7%) trained P1 teachers but not in SNE are also slotted to teach the inclusive classes. These findings imply a

glaring inadequacy in special Needs Education teacher training. This is because up to (56.5%) are secondary

school leavers and (8.7%) are P1 teachers both of which are incompetent in special needs education. Figure 2 on

0

0.5

1

1.5

2

2.5

3

3.5

Number of trained teachers in SNE

per school

Number of trained

teachers in SNE per

school




the other hand indicates that only (44.4%) of the schools with special units have teachers trained in SNE. These

findings are consistent with findings by Muthoni (2013); Unice and Orodho (2014); Onywany et al. (2013) and

MOE and KISE, (2018).

Teachers were not prepared through training in SNE before the implementation of IE. As a result some teachers

are struggling to get trained. Data from the interview had the following.

“This programme really challenges us because teachers were not trained in special needs education

since the programme came so fast, the ministry did not consider the facilities and resources that would be

used and we also lack a clear syllabus that we should use in the same.”

The number of teachers attending seminars and workshops of special needs education is limited per school and as

a result only a few teachers mostly those who are already trained in special needs attend such forums yet the

presence of SNEL affects every teacher in regular school. The teachers further stated that

“The ministry should have opened the seminars and workshops to all the teachers irrespective of training

because all of us are affected in a way by the presence of special needs learners in the school.”

Other findings revealed that the Special Needs Education trained teachers are still transferred to schools without

inclusive programmes without considering their special training leaving the IE regular schools without a teacher

to guide the programme.

This finding is in agreement with data from the interview which revealed the following:

“There is even transferring of those teachers trained in SNE to schools without the inclusion programme,

like we had a madam here who was transferred last year to another school which has no inclusive

programme and now we lack a single teacher trained in special needs.”

In the schools where there are teachers with special trainings, they are still allocated the same number of subjects

just like other teachers without considering their programme. There is no existence of policy that guides inclusive

education in lower grade primary as well. Further other important sources of information to inclusive education

like the psychological teacher and social worker who link the school and the child’s family are not involved by

the administrators. A teacher had the following comment

“There is no clear policy on training, posting and transferring.”

These finding are consistent to the findings by MOE and KISE (2018).

Classes were congested with a mixture of many pupils ranging between 40-80 pupils without disability in a class.

Also SNEL with different types of disabilities were all served together in the same class by a single teacher during

a lesson resulting to high teacher/pupil ratio. The teachers found it difficult controlling class because they were

trained only in one area. The situation was worse in schools where there were no trained teachers at all (See figure

3).




Figure 3: Categories of SNEL

Figure 3 shows learners with various types of disability found in the regular classes as vision impairment at

(17.8%), mathematics disability at (12.5%), reading disability at (12.1%), spoken language problem (10.6%),

physical disability (9.7%), multiple disability (8.1%) oral language disorder (7.9%, hearing impairment (7.9%),

emotional behavioral disorder (6%), mental challenge (3.9%)), poor motor ability (3.8%), attention deficit

disorder (0.6%)) and gifted and talented at (8%). These findings imply that the kind of environment of inclusion

witnessed in regular schools is full of learners with various types of disability and requires that there are enough

teachers trained in different areas of SN to handle this mixture of these learners in the unit. These findings are

consistent with findings by Ndyabawe (2016); MOE and KISE (2018); Republic of Kenya (2008: 09:10) and

Government of Kenya (2013).

The government’s fund towards IE was used for general development in regular schools and not to upgrade the

inclusion environment (see table 1). The findings from the interview with head teachers revealed the following

comments.

“I think I am appropriately using the funds well because I have introduced feeding programme… ”

Another head teacher maintained,

“According to me am not sure whether whatever I am doing with the funds is what it is intended for since

I lack guidelines.”

Still another mentioned,

“The funds is not appropriately used’ because according to us we budget for the whole school.”

Another head teacher mentioned that,

“Am not aware of the funding.”

0

2

4

6

8

10

12

14

16

18

20

Datenreihen1




These findings imply that mainstream schools implementing inclusive education lack administrators trained in

special needs education and upon the receipt of SNE funds they lack knowledge of how the money should be used

for example buying assistive devices for proper implementation of the IE.

Table 1: Special Needs Resources and Facilities in Mainstream schools

Resources Schools

N=9

Facilities Schools

N=9

Books with large

prints

1 Pavement assessable

to the SNE learners

1

Safety pampers

2 Adapted toilets 4

Braille materials Spacious classrooms 3

Feeding programme 2 Play materials

Adequate

readers/study

assistants

1 Adapted furniture

Total 8 8

Table 1 shows that only one school has pavements, four schools have put up toilets that are disability friendly, one

school has large print books, two schools have feeding programmes and no school had play materials. These

findings imply that all the five schools that have received funding have not used the funds appropriately towards

improving implementation of inclusive education environment. Further, schools lack strong innovative and

informed management for implementing IE hence poor environment for inclusion.

These findings however, contradict the data from the observation checklist which established that ‘apart from

ramps in front of the classes there are no other significant resources and facilities in reference to special needs

education in regular schools’. These findings further, contradict with findings by New Zeeland Government

(2014) which outlines irreducible minimums for effective inclusive education.

The ministry of education has not identified the teachers who have upgraded their academic qualifications in SNE

and get them posted in schools without teachers to run the programme. This is why in some schools many

teachers have gone for training had more teachers trained in SNE while others had none at all.

A big number of teachers are still less concerned with IE and find it difficult fitting in the programme and

especially handling challenges posed by individual needs. Majority of the teachers (71%) in the mainstream

schools have not accepted the IE rolled down to regular schools and are still in denial and have developed

negative attitude. Data from the observation checklist reveals that some of the learners with intellectual

disabilities were out of the teachers’ control and they were totally unaware of what role they should play towards

their learning. This is what one of the head-teachers interviewed had to say,

“The student has been here for a long time now, but can only scribble and not write.”

This is an implication that the teachers lack knowledge and are not prepared to serve. They have negative attitude

towards the presence of learners with disability. These findings are in line with findings by Muthoni (2013).




Discussions

The study concluded that the ministry of education has done very little towards preparing the teachers to

implement inclusive education. There is inadequacy in teacher training and posting to every school implementing

IE. The few trained teachers in SNE were slotted extra lessons without special consideration of the special needs

education programme. Only 6.7% of the schools had conducted assessment but the information they rely upon

was from the family which do not suffice. There was no policy that guides inclusive disability type specialization,

qualification of administrators of primary schools hosting IE programme and transfer of teachers trained in special

needs education.

The teachers found it difficult controlling classes because during their training, they specialized only in one area

of special education yet there were many pupils of different types of disability and the situation was worse in

schools where there were no trained teachers at all. The fund towards the support of IE implementation was used

for general developments in regular schools and not to upgrade the inclusion environment. The ministry of

education has relaxed in identifying the teachers who continue with training in SNE for posting in schools without

trained teachers. A big number of teachers are still less concerned with IE and find it difficult fitting in a

programme especially handling challenges posed by individual needs. Majority of the teachers (71%) in the

mainstream schools have not accepted the IE rolled down to regular schools and are still in denial and have

developed negative attitude.

Recommendations

Special attention can be given to determinants of teachers’ preparedness to enable them effectively implement

inclusive education. These special determinants include: A special mass training conducted aimed at getting

enough teachers for every school implementing IE. Trained teachers in SNE managing IE in their schools should

not be slotted extra lessons so that they give IE implementation all their energy. The government should constitute

assessment team comprising of trained SNE teachers, psychologists and social workers in primary schools

mandated to assess learners before admission. There is need to come up with a policy that would guide

qualification of head teachers of regular primary schools with special units and the transfer of teachers trained in

special needs education.

Furthermore there is need to come up with a policy that will ensure Inclusion disability type specialization (IDTS)

where a single primary school will include learners with a given type of disability say ‘intellectually challenged’ and another ‘visually impaired’ and teachers trained in the same area posted together, a resource person employed

so that through team spirit the competent teachers effectively include the learners and ensure they benefit fully.

On the same note the ministry can constitute a team of experts who will be in charge of the special education

funds released by the government for inclusion education rather than being under the control of head teachers.

There is need for sensitization programme to all the stakeholders of IE. This can be done in phases where phase

one will be teachers and phase two is peers and the last phase is the child’s community.

Acknowledgement

I thank the Almighty Lord for seeing me through to the completion of the study. I acknowledge Kenyatta

University for the award of graduate assistant scholarship which has helped realize my long term dream. Also in a

special way, I thank my supervisors: Dr Rachel W. Kamau-Kang’ethe and Dr Teresa Bitengo Mwoma for their

guidance during the study. I wish to congratulate my family for their resiliency during the study. Lastly, I

recognise Dr, Isaiah Ouro Genga for donating his laptop for my study.




Declaration

I declare that this manuscript is my original work and has not been presented in any other journal for publication.

This research paper has been complemented by referenced sources appropriately acknowledged. Where text data

including spoken words, graphics, pictures or tables have been borrowed from other sources including the internet

are exclusively accredited and references cited using current APA system and in peace with anti-plagiarism

regulations.

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