Strategies, Resources and Teacher Attitudes Towards Implementation of Inclusive Education in Primary Schools: A Case of Nandi East District, Kenya

Globally, there has been a desire to integrate learners with special educational needs into ordinary schools at all levels. Although some strides have been made to achieve this, much more still awaits to be done (Ainscow, 1995). There are several factors dynamically interacting to constrain the learners with special needs from sustainably participating in education. This study was aimed at investigating Strategies, Resources and teacher attitudes towards implementation of inclusive education in primary schools in Nandi East District. This study was executed in Nandi East District and adopted a descriptive research design. The target population of this study were education officers, head-teachers, teachers and pupils from fifty one (51) primary schools in Nandi East District. Sampling included a combination of purposive for the study area, stratified for schools and simple random sampling for the respondents. This study used questionnaires, interview schedules and observation checklists. Analysis of data was done using descriptive statistical techniques. This study found that the strategies used in inclusive education included play method, discussion and demonstration. Most teachers had negative attitudes towards learners with special needs. This study found that there were inadequate facilities for the learners with special needs. This study recommends that teachers should use appropriate teaching and learning methods that are sensitive to the needs of the learners with special needs. Parents and other educational stakeholders should pool resources towards learning process of learners with special needs. The findings of this study will be useful to policy makers, teachers, parents and the Ministry of Education in enhancing implementation of inclusive education in Kenya.