Effectiveness of Inclusive Education in Public Primary Schools in Keiyo District Elgeyo Marakwet County, Kenya

Abstract

The Government of Kenya is committed to the provision of inclusive education to all children irrespective of their gender, age, and the physical and mental ability. Furthermore, it emphasizes inclusive education with particular focus to marginalized groups, especially the girl child and children with special needs and those with disabilities. However, the extent to which this program (of inclusivity) has made an impact on the ground is still a bone of contention. The purpose of the study was to examine the effectiveness of inclusive education in public primary schools in Keiyo District, Elgeyo Marakwet County. Specifically, the study sought to: examine the perception of both head teachers and teachers regarding inclusive education in their schools; assess the impact of inclusive education and identify the challenges facing inclusive education in the study area. The study was carried out in Elgeyo Marakwet County. The study adopted qualitative method with descriptive survey design. Purposive sampling was the main strategy used because not all the schools in Elgeyo Marakwet County provide inclusive education. Teachers and head teachers from inclusive schools in the County participated in the study. The study sampled 15 schools from the County which offer inclusive education with a sample of 30 respondents. The study used an interview guide to solicit information from head teachers as well as teachers which was carefully formulated according to the research objectives/questions. The study found that teachers and community members still have negative attitudes towards inclusion though the reasons are different. Teachers’ negative attitude is based on inadequate resources while the community’s is based on cultural beliefs. Secondly, inclusion has increased the number of children accessing education; increased the literacy rate in the community; has created positive perception towards disability in the community and has enabled learners to appreciate each other’s strength and weaknesses. Finally, inadequate resources, inadequate teachers, and negative attitudes and perceptions laden with cultural beliefs were the general challenges affecting effective implementation of inclusive education.