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I DETERMINANTS of the IMPLEMENTATION of INCLUSIVE

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I DETERMINANTS of the IMPLEMENTATION of INCLUSIVE DETERMINANTS OF THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN PUBLIC SECONDARY SCHOOLS IN BUNGOMA COUNTY, KENYA BY ALFRED MURUMBA WAMALA A THESIS SUBMITTED IN FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN SPECIAL NEEDS EDUCATION DEPARTMENT OF SPECIAL NEEDS EDUCATION MASENO UNIVERSITY © 2019 i DECLARATION DECLARATION BY CANDIDATE: This research thesis is my original work and has not been presented for award of a degree in any other University. No part of this thesis may be reproduced without the prior written permission of the author and/or Maseno University. Signature: ______________________________ Date:_____________________ ALFRED MURUMBA WAMALA PG/PHD/024/2010 DECLARATION BY THE SUPERVISORS: This research thesis has been submitted for examination with our approval as University Supervisors. Signature: ______________________________ Date: _____________________ DR. MICHAEL WERE Department of Special Needs Education Maseno University. Signature: ______________________________ Date: _____________________ PROF. E.M.W. SIMATWA Department of Education Management and Foundations Maseno University. ii ACKNOWLEDGEMENT I express my sincere appreciations to Dr. Michael Were and Prof. Enose M.W. Simatwa, my very able supervisors, for their guidance, encouragement, and feedback during the planning and writing of this dissertation, without their criticism, suggestions and invaluable comments, this piece of work would not be worth its salt. Appreciations are also extended to Mr. Isaac Batoya Barasa, for walking along with me in the journey of pursuing this knowledge. During data collection the following people made desirable contributions: Mr. Fred Haga, the Senior Assistant Director of Education (SADE), Mr. Simon N. Kimani, Assistant Director of Education (ADE), Directorate of SNE, Ministry of Education (MOE), Jogoo house, and both officers were based at the headquarters, Nairobi, and provided the required information on Students with Disabilities at secondary school level. The then County Director of Education, Bungoma County, Mr. Charles Anyika, the three principals of the public secondary schools in Bungoma County, that were implementation IE namely, Mr. Joseph Wenani, Bungoma Boys high school, Mrs. Ingonga Beatrice Nangila, St. Cecilia Girls’ high school Misikhu, and Mr. Walter Kwanusu principal, Nalondo CBM secondary school are highly appreciated for providing information about Students with Disabilities at the County level and in public secondary schools respectively. Special appreciation also go to SNE teachers, namely, Ms Felistus Wekulo, and Ms Violet Moga, Bungoma High school, Ms Emily Makokha of St. Cecilia G.H.S. Misikhu, George Wanjala and other six SNE teachers of Nalondo CBM secondary school, the participation of these teachers was very valuable because they gave important information about the implementation of Inclusive Education in their respective schools. Last but not least, I also salute Ms Martha Wandera of Kisumu city who tirelessly typed my thesis even up to late hours and was ready to make corrections where necessary. iii DEDICATION This project is dedicated to my late brother Fred Khaemba Wamala. Who made me develop interest in Special Needs Education and furthered professional education in the area. He posted to me a cutout of an advertisement of vacancies in the print media for qualified candidates to apply for training for Diploma in Special Education to me. I successfully applied and joined Kenya Institute of Special Education (KISE) Nairobi, in May, 1989, that was the time my journey in search for the knowledge in Special Needs Education begun. iv ABSTRACT Education empowers citizens and hence reduces poverty by enhancing livelihood. Globally, 77 million children are out of education and 25.7 million (33.4%) are those with disabilities. In Kenya 1,504 (0.48 %) Students with Disabilities of 315,000 in public secondary schools are in Inclusive Education programme. Baseline survey in Bungoma County between 2013 and 2016 indicated that only 107(0.07%) Students with Visual impairments and physical challenges are in Inclusive Education programmes compared with total of 39,122 students with disabilities who are out of school. Therefore, this means that very few Students with Disabilities (SWDs) are admitted in public secondary schools in Bungoma County implying that 39,015 (99.93%) may not have been accessing public secondary school education. The purpose of the study was to establish the influence of extra funding, human resource, physical resources, students with disabilities and regular students as determinants of implementation of Inclusive Education in public secondary schools in Bungoma County, Kenya. The study objectives were; to determine the influence of finance on implementation of Inclusive Education (IE); to determine the influence of the human resources on implementation of IE; to establish the influence of physical resources available for the implementation of IE, and to establish the influence of SWD and RS in the implementation of IE. This study was based on Social Model of Disability, as discussed by Rieser (2002) and the conceptual framework that showed the relationships between independent variables namely finance, human resources, and physical resources, influences of SWDs and Regular Students towards the implementation of IE as dependent variable. The study adopted descriptive survey research design. The study population included 1 Senior Assistant Director of Education, 1 County Director of Education (CDE), 1 County Education Officer in charge of Special Needs Education (CEOCSNE), 3 Principals of Public Secondary Schools (PPSS), 10 Special Education Teachers (SET), 130 Regular Teachers (RT), 107 SWDs, and 2,348 Regular Students (RS). Sample size through simple random sampling comprised 122 RT, 54 SWDs and 350 RS. Saturated sampling technique selected 1 SADE, 1 CED, 1 CEOSNE, 3 PPSS, and 10 SETs. Research Instruments included Questionnaires, observation guide, interview schedule and document analysis guide. To ensure face and content validity of research instruments, advice from experts in the department of Special Needs Education and Rehabilitation (SNER) was used. Reliability of instruments was established through Pearson correlation. Reliability coefficient for Regular Teachers was r =0.78, Special Education Teachers r = 0.84, Students with Disabilities r =0.89, and Regular Students r=0.85. These were high enough to meet conditions of reliability because they are above the recommended value of r = 0.7. The study established that extra funding by MOEST accounted for 60.8% of the variance in implementation of Inclusive Education, Human Resource accounted for 18.9%, and Physical Resources also accounted for 18.9%, Students with Disabilities 37.4% and regular students 30.7%. This means that the main determinants of implementation of Inclusive Education were extra funding by Ministry of Education Science and Technology, Students with Disabilities and Regular Students. This study therefore concluded that extra funding, Students with Disabilities, Regular Students, physical resources and Human Resources were determinants of implementation of inclusive education in public secondary schools in Bungoma County. The study recommended that extra funding be increased and the necessary physical resources be made available for effective implementation of Inclusive Education. v TABLE OF CONTENTS Content Page Title ........................................................................................................................................... i Declaration ................................................................................................................................ ii Acknowledgement ................................................................................................................... iii Dedication ................................................................................................................................ iv Abstract ......................................................................................................................................v Table of Contents ..................................................................................................................... vi List of Acronyms and Abbreviations ....................................................................................... ix List of Tables .......................................................................................................................... xii List of Figures ........................................................................................................................ xiv List of Appendices ...................................................................................................................xv CHAPTER ONE: INTRODUCTION ....................................................................................1 1.1 Background to the Study ......................................................................................................1 1.2 Statement of the Problem ...................................................................................................16 1.3 Purpose of the Study ..........................................................................................................17 1.4 Objectives of the Study ......................................................................................................18 1.5 Research Questions ............................................................................................................18
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