Abstract
The head teachers are charged with the responsibilities of management of schools in Kenya. School head teachers, as decision-makers, are continually confronted with problems of managing school resources and funds. With so much at stake resting upon the head teachers’ decisions, it is necessary that they should be well informed about the many facets of their demanding job. School head teachers are confronted with literally hundreds of small spontaneously occurring leadership problems to be solved in their day-to-day management of their schools. Despite the government’s efforts to ensure that there is effective management of special schools and integrated programmes for the intellectually challenged, still remains a concern to educationist and stakeholders about the issue. No known study has been conducted in the area on the head teacher’s management of resources in integrated programmes for intellectually challenged. Thus the study aimed to establish how the head teachers manage the resources for the implementation of integration programmes for the intellectually challenged learners in Maara district DOI: 10.5901/mjss.2014.v5n5p223
Highlights
Background to the StudyEducation is a powerful instrument of social change and often initiates upward movement in the social structure thereby, helping to bridge the gap between the different sections of society
The resource room is at least partially replaced with the special education teacher consulting from room to room
The results show that the classrooms were adequate in the integration programmes
Summary
Education is a powerful instrument of social change and often initiates upward movement in the social structure thereby, helping to bridge the gap between the different sections of society. Agreed by representatives of 92 governments and 25 international organizations at the World Conference on Special Needs Education in Salamanca, Spain, the Statement reaffirms a commitment to Education for All and recognizes the necessity and urgency of providing education for all children, young people and adults "within the regular education system" and adds UNESCO (1994). Special needs education started in Kenya after the end of the Second World War (Kenya Government,2008) Education to these children was only offered in special schools until the 1970s when units and integrated programmes were initiated. In 1999 there were only 22,000 learners with special needs and disabilities enrolled in special schools, units and integrated programmes This number rose to 26,885 in 2003 (Kenya Government, 1999). The study aims to establish how the head teachers manage the resources for the implementation of integration programmes for the intellectually challenged learners in Maara district
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