Capacity of School Teachers on the Implementation of Inclusive Education in Public Pre-Primary Schools in Belgut Sub-County

Rebecca Kabwos, Dr. Ezekiel N. Omwenga andDr. Neliah O. Moige – Kisii University
Email: rebeccakabwos@yahoo.com

Received December 22, 2019; Reviewed March 23, 2020; Accepted June 7, 2020

Abstract: Teacher capacity to implement inclusive education is critical to implementation of inclusive education. However, there are concerns that preschool teachers lack adequate capacity to implement inclusive education. The study sought to investigate how the capacity of preschool teachers influenced the implementation of inclusive education in public preschools in Belgut Sub-County. The specific objectives of the study were to: Assess the influence of training of preschool teachers, the preparation of individualized Education Plan, and classroom managerial skills on the capacity of preschool teachers to implement inclusive education in Belgut Sub-County. The target population comprised of 160 pre-school teachers and 65 primary school head teachers from 65 pre-primary schools. The study employed descriptive survey design. Krejcie and Morgan Table (1970) and stratified random sampling technique to sample 113 pre-primary school teachers and 56 primary school head teachers. Data were collected using preschool teachers’ and the head teachers’ questionnaires and analysed by the help of Statistical Package for Social Sciences (SPSS computer programme (SPSS), version 22 using descriptive statistics and the results were displayed using frequencies and percentages. The study findings found that most preschool teachers had attended in-service training courses, workshops and seminars on inclusive education, were trained in inclusive practices, and had good classroom managerial skill. However, slightly more than half (55.8%) prepared Individualized Education plans. The study recommends that preschool teachers’ training programmes should emphasize on preparation and use of Individualized Education Plans and the headteachers should supervise teachers to ensure that they prepare IEPs for children with special needs.