SCHOOL IMPROVEMENT PLANNING ON INCLUSIVE EDUCATION IMPLEMENTATION IN PUBLIC PRIMARY SCHOOLS IN NANDI COUNTY, KENYA

Abstract

The state of comprehensive schooling in African developed countries usually illustrates their implementation difficulties. The Government of Kenya has adopted policies that regulate inclusive education in primary schools. A significant number of disabled children are also not enrolled in schools, however. The aim of the study was to decide plan for school improvement on inclusive education in Nandi County, Kenya 's public primary schools. The specific objectives were to; determine the effect of infrastructure improvement on inclusive education in public primary schools in Nandi county, establish the effect of administrative support on inclusive education in public primary schools in Nandi county, to assess the effect of provision of teaching and learning resources on inclusive education in public primary schools in Nandi county, to assess the effect of budgeting on inclusive education in public primary schools in Nandi county and to investigate the effect of teacher training on inclusive education in public primary schools in Nandi county. This thesis followed Classical Liberal Philosophy of Equal Opportunities as well as uniform architecture for the principle of instruction. This research followed a mixed-method approach to explanatory survey design. The target demographic in Nandi County included primary school headteachers, students, and sub-county education administrators. In Nandi County there are 831 headteachers, 4156 students, and 6 sub-county educational heads, respectively. The sample size consisted of 62 headteachers, 308 students, and 6 Education sub-county directors providing 376 respondents in all. Stratified and basic random sampling techniques were used to pick head teachers and teachers by using purposeful sampling techniques to select Sub-County Directors of Education. Interviews and questionnaires were used to collect data. Data was analyzed using descriptive and inferential statistics. Multiple regression wasused totest the set hypotheses while qualitative data from interview schedules was thematically analyzed and presented as per the research objectives. Based on the regression model the R2 of .568 showed that 56.8% of the variation in inclusive education implementation in Nandi County public primary schools can be explained by school improvement planning. This study concludes that administrative support, budgeting and teacher training, infrastructure improvement and instruction resources had significant relation on inclusive education implementation in Nandi County public primary schools. The Teachers Service Commission should recruit more qualified teachers to teach in the inclusive Education schools. The ministry of education should also mobilize all teachers in public primary schools to undergo in service training, seminars, workshops and symposia. This will constantly offer professional development which will improve the handling skills, instructional methodologies and competence in providing supportive devices to meet the special needs of all learners. The findings will provide 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.