AVAILABILITY AND ADEQUACY OF LEARNING RESOURCES FOR IMPLEMENTING INCLUSIVE EDUCATION IN PUBLIC PRESCHOOLS IN BELGUT SUB-COUNTY, KENYA

Chepngeno Rebecca Kabwos, Nelliah O. Moige, Ezekiel N. Omwenga

Abstract


Inclusive education increases access and participation of children with special needs in the general classrooms. This study investigated the influence of availability and the adequacy of learning resources on the implementation of inclusive education in public preschools in Belgut Sub-County. The study adopted Social Model Disability Theory (1975). The study used descriptive survey research design. The study population comprised of 160 preschool teachers and 65 primary head teachers. The sample size for the study was 113 preschool teachers and 56 head teachers. Data for the study was collected using an observation checklist, pre-school teachers’ and the primary school head teachers’ questionnaires. Data was analysed with the help of statistical package for social sciences (SPSS) and the study findingswere presented in frequency distribution tables and percentages. The study findings revealed that most of preschools in Belgut Sub-County lacked adequate essential learning resources such as large print books braille machines, and hearing aids. The study concluded that unavailability and inadequacy of teaching and learning materials hamper proper implementation of inclusive education in public preschools in Belgut Sub-County. Hence, the study recommended that the Ministry of Education should allocate more funds to public preschools to enable the head teachers purchase adapted learning resources.

 

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adequacy, learning resources, inclusive education, preschools

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DOI: http://dx.doi.org/10.46827/ejes.v0i0.2848

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