| dc.description.abstract | Practices of policy are critical towards the successful implementation of inclusive
education in schools. The approach recognizes the learners’ diversity, enabling them to
access course content, fully participate in learning activities and demonstrate their
strength at assessment. The mandate of inclusive education policy implies that regular
schools modify their guiding principles that inform all decisions, policies and practices to
cater for learner diversity. This is particularly significant since the fundamental aim of
inclusive education is to accommodate all learners regardless of their physical,
intellectual, social and emotional conditions. In spite of the inclusive education policy,
disability remains a major course of exclusion in schools in Kenya. Thus, the purpose of
the study was to analyse the effects of practices of policy towards the implementation of
inclusive education in public secondary schools. The actual sample constituted 161
respondents. Data was collected using a questionnaire administered to 100 teachers, an
interview guide for 11 learners living with physical disabilities and 5 focus group
discussions each group comprising 10 non-disabled learners. The study was guided by
the Social Model of Disability and adopted a mixed method design. Quantitative data was
analysed using inferential statistics. The ANOVA and t-test were done to test the study
hypotheses. Qualitative data was organized by developing codes, then categorizing them
into themes presented in a narrative form. Linear regression was carried out to check the
linear relationships between the variables. The overall results showed that practices of
policy in schools were rated by majority of teachers as ineffective in addressing the needs
of learners with disabilities. School guiding principles that address the needs of learners
with disabilities was rated; Not Sure (52%); Stakeholder involvement in planning and
strategizing for learners with disabilities; Not effective at all (50%), Human resource
especially the teacher factor; Not effective at all (92%), Adequacy and modification of
physical resources; Not done at all (62%), Provision of finances to restructure the school
environment; Not provided (67%) and finally School strategies in overcoming physical
barriers that hinder the implementation of inclusive education; Not effective at all (67%).
Further, the study established that all the variables accounted for a small variance towards
the implementation of education. The study concluded that inclusive education has not
taken root in public secondary schools. Learners with disabilities have to adapt to get the
needed education or drop out of school. The main conclusion of the study was that lack
of effective practices of inclusive education policy was a major obstacle to the
implementation of inclusive education in secondary schools. The policy framework is
weak in guiding the schools on effective strategies for developing school practices that
positively influence the implementation of inclusive education. The study recommends
that the Ministry of Education through the County Education Boards, develop a wellcoordinated
master plan for consistent school reform founded on clear inclusive
education philosophy, policies and practices to effectively implement inclusive education
in public secondary schools in Kenya. | en_US |
