INFLUENCE OF LEARNING RESOURCES ON THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN SELECTED PUBLIC PRIMARY SCHOOLS IN TRANS-NZOIA COUNTY, KENYA

Abstract

The goal of inclusive education has not been to erase differences among learners, but to enable all students to belong to an educational community that validates and values their individuality. Therefore, inclusive education call for making children with disabilities participates fully in all activities within a regular school. This study was purposed to establish the influence of learning resources on the implementation of inclusive education in Trans Nzoia County. The study used the Catalytic Model (Implementation Model) by Gross (1975) to investigate whether inclusive education is being implemented according to the EFA goals by 2015. The study was conducted using correlation research design and a sample of 179 respondents who are stakeholders for 483 primary schools were used from a population consisted of 483 primary school, 4,349 teachers, 107,064 boys and 94,811 girls, Ministry of Education officials and the surrounding community. Purposive sampling was used to derive a sample of schools in Trans-Nzoia County, and random sampling was used to arrive at the sample of respondents from each school to participate in the study. The researcher used questionnaires, interviews and observation techniques to collect pertinent data for the study. Instrument validity and reliability coefficients to at least 0.05 confidence level were accepted as valid and reliable. Data was analysed using both descriptive and inferential statistics. The study established that learning resources significantly influence the implementation of inclusive education in regular schools. The study recommended for government to increase technical and resource support including funds to schools so that the schools can be able to implement inclusive education.