Teachers’ Knowledge On The Implementation Of Inclusive Education In Early Childhood Centers In Mwea East Sub-County, Kirinyaga County, Kenya

ABSTRACT

Education for children with special needs has gained universal recognition as a result of United Nations (UN) effort and through worldwide statements and initiatives endeavoring to bring about Education for All (EFA) by 2015. As a result of the commitment for special needs countries have enacted education policies to facilitate the creation of a conducive environment for learners with disabilities. The goal is to ensure that all learners have equal access to quality and relevant education. This study sought to investigate teachers’ knowledge on the implementation of inclusive education in early childhood centers in Mwea East Sub-County, Kirinyaga County, Kenya. The purpose of the study was to determine the knowledge and skills of teachers in implementing inclusive education, the nature of instructional adaptations and availability of teaching learning materials in handling learners in an inclusive setting in Early Childhood Education in Mwea East Sub-County, Kirinyaga County. The objectives of the study were; to determine the knowledge and skills of teachers on inclusive education in early childhood centers, establish the contribution of ECDE teacher training on practicing teachers skills of inclusive education in early childhood centers, to establish the instructional adaptations used by ECDE teachers in implementing inclusive education, to find out the learning/ teaching environment for implementing inclusive education and to determine ECDE teachers’ attitudes towards learners with special needs. The study applied pedagogical content knowledge theory. The study used descriptive survey design where both qualitative and quantitative approaches were employed to enable the researcher to explain the teachers’ knowledge on implementation of inclusive education in ECD in Mwea East Kirinyaga County, Kenya. A target population was all the pre-primary teachers in Mwea East Sub-County. The sample of the study was 40 teachers from the sampled schools. Descriptive data was analyzed with the help of Statistical Package for Social sciences (SPSS). This data was presented in frequencies, tables and bar graphs. The findings showed that teachers were not well equipped and prepared to handle learners with diverse needs in ECDE classrooms. Teachers lacked sufficient knowledge and skills which should be have been acquired during training. In terms of the contribution of ECDE teacher training on practicing teachers’ knowledge and skills of inclusive education in early childhood centers, the study concluded that teachers professed that their professional knowledge and skills were insufficient to successfully teach learners with disabilities in regular early childhood centers. To establish the instructional adaptations such as adapting the curriculum, involving parents in making and collecting learning materials for learners. To find out the learning/teaching environment, the environment may be adapted by building ramps, constructing accessible toilets and enlarging classroom doors which were in adequate. Other findings showed that ECDE teachers have portrayed mixed attitudes towards learners with disabilities. The study recommended that teachers should be totally prepared and equipped to teach in inclusive classrooms. ECDE teacher training on inclusive education in early childhood centers should be enhanced and special education children need an Individualized Educational Plan (IEP). The study recommended that the environment should be modified to suite the diverse learners needs. Further the study recommends that public schools ought to be altered to meet the needs of learners with diverse needs in education.