Skills Required for Secondary Education Teachers in Inclusive Settings

Abstract

Despite the government's best efforts, the problem of discrimination among kids with special educational needs continues to grow. Students with learning disabilities have not been supplied with the necessary resources, physical facilities, or equipment to meet their specific needs, as their colleagues have. As a result, the primary goal of this research was to find out skills required for secondary education teachers in inclusive settings. The research method to be adopted in this study was quantitative methods. The research's target population was 84 secondary school teachers. The respondents were drawn from the four secondary schools in Keiyo North Sub-County with inclusive education. Questionnaires were used to collect data from teachers. Quantitative analysis entailed the use of descriptive statistics such as percentages and frequency distribution tables. The Statistical Package for Social Scientists (SPSS) software version 25 was used to interpret the data. Presentation of data was by use of tables, pie charts and descriptions. The study concluded that teachers in an inclusive school should have a strong vision that all children can learn and believe in their abilities. Teachers should possess skills in classroom management for inclusive education. They should also possess techniques of assessment in the implementation of inclusive education programs, a study has found. The study recommends that the teachers receive in-service training to ensure that they have a strong vision of all children being able to learn and believe in their kids' talents. For inclusive education, teachers need to have classroom management abilities. Every day in the classroom, teachers should be able to be very structured. Teachers must encourage both ordinary and disabled students to have a positive perception.