Effects Of Selected Factors On Sustainable Inclusion Of Children With Special Needs In Public Primary Schools In Kiambaa Sub- County, Kiambu, Kenya

Sustainable inclusion of children with disabilities or special needs in education is based on the fact chidren with special needs has equal right ro quality and accessible education. United Nations Sustainable Development Goals as added weght to Education for All and Universal Primary Education by putting Sustainable Inclusive Education in fourth position among the fourteen. It is in line with this goal that this study purposed to find out some of the factors that affected Sustainable Inclusion of children with Special Needs in public primary schools in Kiambaa sub County. The objectives of the study were; to examine the factor of Special Needs Education, Policy implementation on sustainable inclusion of children with special needs, the social -culture factor on sustainable inclusion and to establish the factor of school environment on sustainable inclusion of children with special needs.The study was anchored on Social learning theory by Albert Bandura. The study used mixed research method whereby both qualitative and quantitative approaches were applied.The study targetted twenty six (26) public primary schools within Kiambaa Sub County, four hundred (400) teachers and six (6) Education Officers. To get the sample, the study used a sample size of one hundred and twenty (120) who were sampled using simple random sampling. This made 30% of the target population of teachers which is recommended by Mugenda. All the Six (6) Education Officers and Fifteen (15) head teachers were also sampled purposefully to form the sample size. The study used questionnaires to collect data from the regular teachers and interview schedules to obtain data from education officers and head teachers. The questionnaires were piloted using three (3) teachers from a school which was not in the sample size. The questionnaires and interview schedules were developed to address specific objectives in the study. The reliability of the research instruments was done using test retest method and determined at a Pearson correlation coefficient of 0.8 for questionnaires.The validity of the research instruments were ascertained by the Education Department panel of experts who checked for face and content validity.The collected data was analysed using descriptive statistics and Multiple Regression. The study’s three formulated hypotheses were tested at p< 0.015, p< 0.007 and p > 0.0559 respectively. Data were coded and thereafter analysed using Statistical Package for Social Sciences programme and presented using tables, graphs and pie charts.Qualitative data was thematically analysed. The major findings of the study showed that both implementation of SNE policy social-culture had a significant relationship with sustainable inclusion.However, the school environment had no significant relationship with sustainable inclusion of children with special needs.The study recommends that all regular teachers in inclusive settings to be equipped with skills, knowledge and attitudes on how to teach all children.It further recommends that the community be sensitized on the value of educating children with special needs.The school environment have to be modified to make all school facilities  friendly and accessible  by  children with special needs in all public primary schools in Kiambaa Sub County,Kiambu county.