Concerns of Kenyan Teachers regarding Inclusive education

Grounded in Positioning Theory, this study was conducted to examine the attitude, perceptions and concerns of Kenyan teachers toward the inclusion of children with disabilities in the regular education classrooms. The study participants were 142 primary school teachers from 10 schools in a school district in Western Kenya deliberately selected from schools identified as actively implementing inclusive education programs. A concurrent Mixed Methods design was used to collect, analyze and interpret data for the study. The overall findings indicated that teachers have a positive attitude towards inclusion of children with disabilities in regular education classrooms. This study is particularly strategic to teacher education training programs, policy makers, practitioners and all stakeholders in education. The study will serve to create awareness among policymakers and all stakeholders of the specific challenges that teachers face and confront in the inclusive classrooms in the aftermath of the implementation of inclusive education not only in Kenyan schools but also throughout the developing countries. Lastly, the study will be important in adding to the body of knowledge.

Autorentext

George Odongo is an Assistant Professor of Special Education at Averett University, Virginia. He received his doctorate in Special Education from Texas Tech University, Texas. His current research interests include inclusion of students with disabilities, special education teachers self efficacy beliefs and Multi-cultural special education.