Influence of Teacher Attitude on Effective Implementation of Inclusive Education Policy in Public Primary Schools in Kitale Town, Kenya

Abstract

The intent of this study was to find out the influence of teacher attitude on effective implementation of inclusive education policy in public primary schools in Kitale Town, Kenya. The study found teacher attitude had a significant influence on the effective implementation of inclusive education policy. Inclusive education is a form of education wherein all students including special needs (SN) learners attend and are received by their neighbourhood schools in age-appropriate regular classes and are supported to learn to participate and contribute in all views of life at school. Neighbourhood public schools being at the heart of our communities are essential for the quality inclusive education system. The research design used for the study was descriptive. Interview schedules, questionnaires, and observation checklists were employed in data collection. The target population was 36 headteachers in the public primary schools in the town and 50 special needs teachers. The sample size was 76 respondents who were selected using purposive and simple random sampling. The validity of data collection tools was determined through pilot study and assistance from supervisors. Reliability was tested using the test-retest method, whereby a value of .92 was obtained. Hypotheses were examined using regression analysis at 0.05 level of significance. The study recommends that the TSC consider teachers handling special needs learners in inclusive scopes for special duty allowances that are being given to their counterparts working in special schools and the curriculum to be assessed to enhance effective implementation of inclusive education.