Abstract: This study examined the effect of the provision of teaching and learning resources on the implementation of inclusive education in public primary schools in Nandi County, Kenya. The study adopted explanatory survey design using mixed method approach. The target population was primary school headteachers, Teachers, and Sub-County Directors. There are 831 headteachers, 4156 teachers, and 6 sub-county directors of education respectively in Nandi County. The sample size comprised of 62 headteachers, 308 teachers, and 6 Sub-County Directors of Education, giving a total of 376 respondents. Interviews and questionnaires were used to collect data. Data were collected through structured questionnaires, interviews, and document analysis. Descriptive statistics were used to analyze the data, while inferential statistics, including correlation analysis, were employed to examine relationships between resource provision and the effectiveness of inclusive education. The findings revealed that the provision of instructional resources significantly influenced the successful implementation of inclusive education, with the majority of respondents (78%) reporting that resource availability positively impacted their ability to deliver inclusive education. However, challenges such as insufficient specialized materials, inadequate teacher training, and limited infrastructure were identified as barriers. The correlation analysis showed a significant positive relationship (r = 0.72) between the adequacy of resources and the effective implementation of inclusive education. The study concluded that enhancing resource provision, involving stakeholders, and adopting ICT tools were critical to improving inclusive education practices. The recommendations included increasing resource allocation, strengthening teacher capacity, and fostering greater collaboration among stakeholders.

Abstract: The study investigated the impact of budgeting on the implementation of inclusive education in public primary schools in Nandi County, Kenya. The target population comprised 831 headteachers, 4,156 teachers, and six Sub-County Directors of Education. A sample of 62 headteachers, 308 teachers, and six Sub-County Directors of Education was selected using stratified random sampling for headteachers and teachers, and purposive sampling for Sub-County Directors. Data were collected through questionnaires and interviews. Descriptive and inferential statistics, including multiple regression analysis, were utilized to analyze the data. The findings revealed that budgeting significantly influenced the implementation of inclusive education, with Pearson’s correlation coefficient (r = 0.591, p < 0.05) indicating a positive and significant relationship. Budgeting practices, including stakeholder involvement, preparation, and review cycles, and allocation of resources to priority needs, were critical in enhancing inclusive education outcomes. The analysis further revealed that 35% (R² = 0.350) of the variation in the implementation of inclusive education could be attributed to budgeting. Challenges highlighted included inadequate funds and poor teacher remuneration, which demotivated teachers. The study concluded that effective budgeting enhances the implementation of inclusive education and recommended increasing budget allocations, strengthening stakeholder engagement, and adopting monitoring mechanisms for accountability. The findings contribute to improving financial management practices in public primary schools and advancing inclusive education policies. Future studies should explore the influence of alternative funding models on the sustainability of inclusive education.

Abstract: Over the past three decades, inclusive education has become a contagious topic in the education systems of various countries around the globe. This has prompted the current study to explore the use of sign language in the teaching and learning of the students with hearing impairments in Patandi Maalum inclusive secondary schools in Tanzania. This qualitative study used in depth interviews as data collection tool with a total of 10 secondary school teachers and 8 students with hearing impairment. The translation used to interpret conversations with students with hearing impairments. Thematic analysis were used to analyze the collected data. Findings reveal that students with hearing impairments are given special care while teaching and learning in an inclusive environment, especially when it comes to use sign language. However, students struggle much with medium of instruction, teachers’ competence, the kind of assistance obtained from their fellow normal students, which could be caused by the teacher’s competence and the availability of resources. Also, students’ perspectives on the difficulties and the entire process of teaching and learning sign language, curriculum, and the amount of time needed to complete each school level differed widely. The study recommends the increase of time from four to six years and two to three years in advanced secondary education levels. It suffices also to suggest a friendlier learning environment with adequate relevant resources for students with hearing impairments. This should be accompanied with professional development for special needs teachers.

Abstract: This research aimed to investigate the role of Information and Communication Technology (ICT) in fostering inclusive education within the College of Business and Economics at the University of Rwanda, focusing on the experiences, challenges, and outcomes associated with ICT integration. The study involved 210 undergraduate students in the faculty of business administration, with a targeted sample of 84 students selected through stratified random sampling. Employing a mixed methods design, qualitative data were gathered through in-depth interviews, employing thematic analysis to identify patterns and perspectives. Additionally, structured questionnaires were used for quantitative data collection, focusing on the extent of ICT integration, its influence on inclusive education, and perceived barriers. The findings revealed predominantly positive outcomes, including improved accessibility, enhanced student engagement, and the importance of teacher training. However, challenges such as addressing diverse learning styles, digital literacy, and ongoing adaptation were acknowledged. Recommendations included addressing digital literacy skills, infrastructure gaps, and monitoring to ensure equitable access and positive outcomes for all students, emphasizing the transformative influence of ICT on learning experiences while acknowledging the need for continuous efforts to overcome challenges and maximize inclusivity.

Abstract: The present study examined various strategies for the implementation of inclusive education in public primary schools within Same District. The research was carried out in the Kisima, Hedaru, and Same Wards and encompassed three primary schools. The research employed a case study design utilizing a qualitative technique. Secondary data in the form of documentary reviews was utilized, alongside in-depth interviews with participants, as the primary means of data collection. A purposive sampling method was employed to choose a group of 24 respondents, consisting of 6 regular teachers and 3 head teachers, 3 education officers serving as key informants. Besides, 6 pupils with special learning needs, and 6 normal pupils. The thematic analysis technique was employed for data analysis. The results indicated that the implementation of inclusive education in public primary schools within Same district is hindered by several significant problems, including a lack of suitable solutions, unfavorable attitudes exhibited by instructors towards inclusive education, and insufficient financial resources. The study suggests that the successful implementation of inclusive education in Same district and other regions of Tanzania necessitates the a doption of regional and culturally suitable solutions. It is imperative for the government to make concerted efforts towards augmenting the money allocated for inclusive education. This initiative will contribute to the increased accessibility of inclusive educational materials and resources within inclusive learning environments.

Abstract: The study’s objective was to ascertain the perceptions of students and teachers regarding the methodologies employed in the implementation of inclusive education within public primary schools in Same District. The research was carried out in the Kisima, Hedaru, and Same Wards, encompassing three primary schools. The research utilized a case study design that incorporated a qualitative technique. The data collection process involved the utilization of interviews, direct observations, and a comprehensive evaluation of relevant documents. A purposive sampling technique was employed to choose a sample of 24 respondents, comprising teachers, education officials, and pupils, encompassing both disabled and non -disabled individuals. The analysis was conducted utilizing thematic approaches. The findings indicate that the majority of students and teachers hold a favorable perception toward the strategies employed in the implementation of inclusive education. Additionally, the sense of equity among disabled pupils and those without disabilities, as well as teachers, exerts a noteworthy influence on the execution of inclusive education initiatives. The proposed strategies encompass the provision of qualified teachers, supportive infrastructure, and financial resources to cultivate suitable inclusive teaching and learning environments. Consequently, this study proposes appropriate and implementable strategies to improve inclusive education within the aforementioned area and other regions of Tanzania.

Abstract: The role of inclusive education in enhancing mindset change in propelling economic growth in Uganda and early childhood development and promoting a mindset change towards inclusivity, diversity, and equality in Uganda that can drive economic growth and prosperity for all has not been emphasized. The purpose of this study was to discuss the significance of education in promoting mentality transformation and accelerating economic growth for wealth creation in Uganda. The study was guided by a qualitative research design involving a secondary data review. Collected data was subjected to textual analysis to create and analyze meaningful themes related to the topic. The key finding was that an inclusive planning process involving all relevant stakeholders is necessary for any inclusive process of skills development in education in promoting mentality transformation to accelerate economic growth for wealth creation in Uganda to be successful. It was recommended that all government consultations and decision-making procedures about the agenda for inclusive education programs should include the industry sector.

Abstract: The study aimed to analyze the impact of national curricular design on girl-child inclusive mindset change education in Uganda. The study was guided by two main objectives namely: To discuss the global girl-child inclusive mindset education changes, and to analyze the Ugandan case of girl-child inclusive attitude transformation education programmes. The study was guided by a qualitative research design involving a secondary data review. Review of data followed case study design. Data collection procedures included a review of textbooks, journal articles and government reports. Data analysis was done through categorization of documents that were grouped into subthemes. The findings were that some cultural norms continue to make it difficult for society and parents to support girl-child education in the same way that they do boy-child education. It is recommended that Uganda should create an enabling environment for girls by addressing harmful social norms and financial barriers that prevent girls from accessing education to advance the effects of girls’ education towards gender equality.

Abstract: Disability is one of the most neglected forms of diversity, which usually results in the different forms of discrimination at community level. Nonetheless, more institutions of higher education are making an effort toward creating more inclusive settings for the students and staff. This study examined the lived experiences of the students with disabilities in an institution of higher education in Zimbabwe. Student experiences and disability are the main themes in this study. This study is phenomenological research that was carried out with a questionnaire survey which was conducted among seven participants. This was triangulated by interviews that involved two participants. Overall results showed that physical disability is the most prevalent amongst the students in the institution considered for the study. Moreover, the disabled students faced challenges at home and in their life at university, which affected them psychologically. In addition, while the students were conscious of the existing international and national protocols that promote their welfare, they were not well aware of those embedded within their university policies. Results also reveal that the disabled students suffered socially from stigma and negligence from their able-bodied counterparts and staff. Further, they had limited access to some of the physical structures that lacked ramps and lifts. To promote full participation of the disabled students in academic life, the institution is expected to formulate and implement a binding disability policy that promotes diversity and inclusive education. In addition, infrastructure, especially the old structures need to be refurbished with the disabled in mind.

Abstract: In an ideal Child Friendly School environment, the schools are expected to enhance learning through provision of safe and protective school environment, promoting equity and equality in school, promoting health and nutrition in school and enhancing school-community linkage and partnership. The study sought to establish the influence of redesigning of learning environment on child friendly school environment among ECDE centres in Uasin-Gishu County, Kenya. The study was informed by Constructivism instructional theory and Reggio Emilia philosophy of educating young children. The study targeted 2151 Early Child Development Education (ECDE) teachers and heads in the 576 public ECDE centers in Uasin-Gishu County, Kenya, comprising of 1728 ECDE teachers, 422 head teachers and one County Quality Assurance and Standards officer. A sample size of 271 respondents was used for the study. A Multistage sampling technique was used to select the respondent. Multistage sampling technique was used to select the respondents. A questionnaire was used to collect data. Data analysis was performed with the SPSS 25.0 program. The findings reveled that re-designing of learning environment had a positively and significant effect on Child-Friendly Learning Environment (r=.73, n=271, p<0.01), meaning that it has a 53% impact on Child-Friendly Learning Environment. Therefore Teachers should often redesign student learning environment such as the classrooms so as to enable a conducive child-friendly learning environment. The finding informs the best practices that could be employed so as to enhance the child friendly learning environment.