Problems Encountered By Headteachers In Inclusive Education In Maranda Division, Kenya

ABSTRACT

The research was aimed at measuring the problems that significantly threaten government efforts in developing and implementing inclusive education setting in Kenya with specific reference to Maranda Division as a case study. The objectives which help the researcher to obtain data and the problems were: Profile of the respondents and the degree of problems in inclusive schools in terms of attitude of the teachers and community, resource provision in schools, environmental adaptation in schools and community and the level of trained personnel. The study employed a descriptive survey method to determine the problems encountered by head teachers in inclusive education in Maranda Division Kenya. The study employed Pearson’s correlational frequency and percentage distribution to determine the problems in terms of attitude, resources, environmental adaptations and trained personnel. The research findings were as follows: Inadequate trained personnel — special needs teachers are very few in the division, inadequate resources (physical and material) facilities are totally lacking, poor school infrastructure — no environmental adaptation to increase access for special needs learners, inadequate finances to purchase equipment and materials required for special needs of various categories, negative attitude among teachers and community in general towards special needs students, lack of awareness, lack of information on the needs of disabled and the curriculum heavily emphasizes exam orientation. The foregoing pose critical problems to the development of inclusive education in Maranda Division, may be the whole District and perhaps the whole country. The situation can only be changed through prudent awareness campaign and coordinated planning.