ASSESSMENT OF SELECTED SECONDARY SCHOOLS’ LEARNING ENVIRONMENT FOR INCLUSION OF LEARNERS WITH PHYSICAL DISABILITIES IN KISAUNI SUB COUNTY, MOMBASA COUNTY, KENYA
AIYABEI, CHRISTINE CHEMUTAI
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46 xi Abstract In line with international trends in education, Kenya has embraced inclusive education as the means by which learners that experience barriers to learning will be educated. As inclusion is beginning to be realized in Kenya, concerns have arisen about attitudes of various stakeholders toward inclusive education over the past few years and subsequent research carried out mainly at primary level of education. However, a gap in the emerging research on inclusive education is that of the trend in secondary schools. The Purpose of this study was to assess the secondary schools’ learning environment for inclusion of learners with Physical disabilities in Secondary Schools in Kisauni sub County in Mombasa County, Kenya. The study was guided by the following objectives: To determine the modification and infrastructural adaptation of physical facilities for learners with physical disabilities, to establish the adequacy of teaching /learning resources available to support learners with physical disabilities, establish the preparedness of teachers to teach learners with physical disabilities and determine the physical and academic support provided to learners with physical disabilities The study adopted a descriptive survey design, hence guided data collection and analysis. The study involved 60 classroom teachers and 12 head teachers. Purposive, simple random and stratified sampling techniques were employed to select sampled schools. 12 out of 25 schools were sampled. Pilot study was carried out and the results used to test validity and reliability of the research instruments. The study adopted Banduras' social learning theory in the theoretical framework. Data was collected through questionnaires for classroom teachers and head teachers. Quantitative data was coded then analyzed with the aid of SPSS. The results were presented using percentages and frequency distribution tables, bar graphs and pie-charts. The analysis showed that less than a half of the secondary schools under study had not modified the physical facilities such as bathrooms, toilets, recreational facilities, classrooms and chairs/desks to suit the use of learners with physical disability. More than half of the schools investigated do not have the required teaching/learning devices, Individualised Educational Programmes and adapted syllabus. xii Thus, over half of the schools do not have adequate resources. On training of classroom teachers, the results showed that nearly in all schools, there are no adequately trained teachers in special education. Lastly, results indicated that few of the schools can afford to hire specialised support personnel for the learners with special needs. Based on the results of the study, the researcher recommended that education stakeholders especially Teachers Service Commission (TSC) should consider employing more trained teachers in special needs education. The schools’ Boards of Management to prioritize modification of physical facilities in schools that have not done so and also seek to employ more support staff. The boards should also make teaching and learning resources such as assistive devices, head pointers among others in schools that do not have. The stake holders such as Ministry of Education through Special Education programmes should come up with strategic plans of training teachers in special needs education.