THESIS TITLE: Analysis of School Factors and Access to Inclusive Education in Public Primary Schools in Trans-Nzoia County, Kenya

STUDENT’S NAME: Beverly Nelima Simiyu

SUPERVISORS NAMES:

1. Professor Julius K. Maiyo
2. Dr Manasi Echaune

ABSTRACT

The Ministry of Education developed the Inclusive Education Policy document in order to provide a framework for the planning and implementation of Special Needs Education devoid of all barriers that inhibit access to quality and relevant education. The purpose of this study was to examine school factors influencing access to inclusive education in public primary schools in Trans Nzoia County, Kenya. This study was guided by the following objectives; to establish the relationship between teaching and learning materials and access to inclusive education in public primary schools in Trans Nzoia County, Kenya, to establish the extent to which physical facilities influence access to inclusive education in public primary schools in Trans Nzoia County, Kenya, to examine the effect of teacher factors on access to inclusive education in public primary schools in Trans Nzoia County, Kenya. Descriptive survey design was used in the study.  The target population consisted of 48 Head teachers, 384 teachers and 1840 pupils. Purposive sampling technique was used in selecting 48 Head teachers while simple random sampling was used to select 96 teachers and 275 pupils respectively. Questionnaires and interview schedules were used as instruments for data collection.  A pilot study was conducted to test the reliability of the data collection tools, while expert opinion was sought to validate the research instruments. Quantitative were analyzed using descriptive statistics such as percentages, frequency, mean and standard deviation and inferential statistics such as Pearson correlation and regression while qualitative data was transcribed and reported thematically in line with the research objectives. The analyzed data were presented in tables and figures. The findings indicated that the absence of learning resources negatively influenced equitable access of inclusive education in public primary schools, and many public primary schools in Trans Nzoia County lack the materials for teaching learners with special needs. The absence of physical facilities that support the special needs pupils has led to low equitable access of inclusive education in public primary schools, and many public primary schools in Trans Nzoia County. The teacher factors such perceptions of towards learners with special needs does influence equitable access of inclusive education in public primary schools, and many public primary schools. Finally, the study further concludes that the teacher’s professional training does influence the equitable access of inclusive education in public primary schools, and many public primary schools in Trans Nzoia County. Based on the findings of the study, the researcher recommends that; the Kenya government of through the Ministry of Education should evaluate special needs education policy on inclusive education so as to effect sound management and effective implementation of the program. The policy should be reviewed in the areas of funding, where the government should consider funding of schools for acquisition of the required physical facilities and the teaching and learning materials in public primary schools.