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The findings illustrated that most principals have a positive attitude towards the implementation of inclusive education, even though most of them do not have enough. The mitigation of most of the challenges has already been outlined in the sector policy document in the form of strategies.
- STATEMENT OF THE PROBLEM
- PURPOSE OF THE STUDY
- RESEARCH QUESTIONS AND OBJECTIVES OF THE STUDY
- Research Questions
- Objectives of the study
- Significance of the Study
- DEFINITION OF TERMS
- OUTLINE OF THE THESIS
However, Ainscow has defined Inclusive Education as a political movement that provides access for all (Ainscow, 2016). The Ministry of Education has adopted a sectoral policy for students and trainees with disabilities, in which one of the objectives is to develop a clear policy framework for the provision of inclusive education (IE); which means that Kenya is not behind in implementing this change from segregated learning to Inclusive Education. Given the lack of evidence on principals' attitudes and knowledge towards inclusive education, which is a key principle in sector policy in the Kenyan context, it is.
Leadership is also central to changing the model, articulating alternatives and moving towards a more inclusive society (Ruairc et al., 2013). Therefore, the purpose of this research study is to critically investigate the knowledge and attitude of secondary school students. principals to implement inclusive education as defined in the sectoral policy for pupils and trainees with special needs in Kisumu County, Kenya. The evidence from this study will highlight how principals value, believe in and understand inclusive education and identify the key challenges they face in implementing this sectoral policy.
Gives details on literature review revolving around knowledge of school principals and their attitude towards IE is provided. The theoretical framework is also provided; theory if
This chapter focuses on the research methodology used during the study, research design applied and the justification. It also discusses the tools used during data collection and the
This chapter focuses on the discussion that support or oppose the research findings in relation to the relevant literature review. It finally provides a conclusion, limitations and
- POLICIES AS GUIDELINES
- ATTITUDES OF SCHOOL PRINCIPALS TOWARDS IE
- BARRIERS TO IMPLEMENTATION OF IE
- THEORETICAL FRAMEWORK
- Intellectual Stimulation
- Inspirational Motivation
IE can also be introduced as a compulsory course during pre-service training to increase student teachers' level of self-efficacy and for effective teaching of learners with different needs. Principals can therefore weigh up their level of self-efficacy by evaluating themselves and also obtaining information and interpretations about their performance in terms of conditions adapted to accommodate learners and pupils. Observing others who are successful in implementing policies that support inclusive education can increase the observers' level of self-efficacy and motivate them to attempt the task because they have a belief of possibility.
If principals are supported by other like-minded stakeholders who believe in their abilities, their level of self-efficacy increases. Principals must possess sufficient skills and knowledge to deliver competent performance because self-efficacy is not only influenced by behaviour, but also by knowledge. Assuming the required skills and positive values and outcome expectations, self-efficacy is a key determinant of individuals.
Some school administrators with low self-efficacy feel that the entire process will derail academic standards. Self-efficacy can be useful in determining people's efforts in terms of how much they can spend on an activity. Possession of previous experience working with students, trainees and staff with disabilities increases self-efficacy in implementing such policies, as opposed to individuals without previous experience.
In the same breath, it can be pointed out that school administrators with a stronger self-efficacy do not hesitate to be involved in transitions involving the inclusion of learners, but most likely challenging tasks of implementing the sector policy for learners and pupils with disabilities that therefore adapt IE , become persistent and eventually perform successfully (Bandura, 1997). The principals must therefore also have the knowledge and develop a positive attitude towards the change and have a higher self-efficacy. Adequate preparation makes the leader more knowledgeable and thus increases their level of confidence and self-efficacy.
RESEARCH METHODOLOGY 3.1 INTRODUCTION
- RESEARCH PARADIGM
- QUALITATIVE RESEARCH DESIGN
- GENERIC EXPLORATORY QUALITATIVE RESEARCH DESIGN
- POPULATION AND SAMPLING
- INSTRUMENTS AND MATERIALS
- DATA COLLECTION
- DATA ANALYSIS
- ETHICAL ISSUES
- TRUSTWORTHINESS OF THE STUDY
This is the kind of research design in which the nature of the problem is determined and creates space for future research (Saunders et al., 2012). In this sense, criterion sampling form of purposive sampling was used to select six principals, as the number is manageable, especially during these fragile moments of the Covid-19 pandemic. Purposive sampling is sometimes referred to as judgmental sampling because it occurs when the researcher has knowledge of the participants and of the expected characteristics.
In the context of the current study, the data collection tool used was semi-structured interviews. Even though one-to-one interview methods were recognized as one of the most time-consuming and expensive approaches (Creswell, 2014), they were still applied to gain a deeper understanding of the principal's knowledge and attitude towards implementing IE. . Furthermore, the interview questions were based on the theoretical frameworks of the study obtained from the analysis of relevant literature from the Kenyan researchers and the.
Initially, a description of the research procedures was provided to the university review board (Creswell, 2014). Participants were then given an interview schedule in advance and a decision was made regarding the time and location of the interview. If the interviewee hesitated to answer any of the questions, the interviewer moved on to the next question.
Although parts of the participants' responses would be included in the final report, interviewees were guaranteed anonymity by being assigned pseudonyms. It enables the researcher to link the existing literature with the information gathered from the participants, thereby proving the reliability of the findings. Potential risks and how they were managed are also briefly analyzed and issues of participant confidentiality are highlighted.
- STUDY SAMPLE
- FINDINGS OF THE STUDY
- Principals Knowledge about Inclusive Education
- Attitude of principals towards Implementation of Inclusive Education
- Challenges encountered during implementation of Inclusive Education
What are some of the challenges experienced by principals during the implementation of EI and the registration of students with SEN. This is one of the indicators that the principals are positive and ready to implement IE. Lack of sufficient skills is mentioned by six participants as one of the main challenges experienced during the implementation of IE.
All the participants mentioned insufficient skills as one of the major challenges affecting the implementation of IE at the secondary school level. One of the major challenges we face is a lack of skilled staff, a lack of specialists to train teachers and a lack of specialized services for the students. Parents and guardians also do not have enough skills and knowledge on how to take care of the learners with SEN when they are back at home, as noted by a participant.
One of the participants P4 suggested that parents should also have knowledge of how to care for their children with special needs at home. Five of the six secondary school principals interviewed cited poor infrastructure as one of the main challenges. Most participants noted that lack of sufficient skills was a major challenge affecting the implementation of EI.
P1; It should start at the family level by creating awareness, this is one of the things that the government through the ministry should strive for. The principles suggested that training of leaders in IP should be included as one of the courses during pre-service training. One of the most desired changes that participants look forward to is providing skills to deal with students with diverse abilities.
DISCUSSION, CONCLUSION AND RECCOMMENDATION
- RE-STATING THE PURPOSE OF THE STUDY
- RE-STATING THE RESEARCH QUESTIONS AND OBJECTIVES
- SUMMARY OF THE STUDY
- DISCUSSION OF FINDINGS
- Principals Knowledge about Inclusive Education
- Attitude of school principals towards the implementation of Inclusive Education This section analyses the attitude of school principals in connection to the way specific
- ANALYSIS OF THE SECTOR POLICY DOCUMENT
- Limitations of the Study
- AREAS FOR FURTHER STUDIES
- CONCLUSION OF THE STUDY
To investigate principals' understanding of the concept of IE of secondary schools in Kisumu County. This is the genesis of the thesis and aims to provide the general information about inclusive education in Kenya. Deductions are made depending on the confirmation or contradiction of the credibility of the study in relation to the previous literature.
60% of secondary school principals surveyed viewed IE as a movement that ensures learners have equal opportunities to achieve their dreams. One of the participants noted that they recognize and care for all learners regardless of their abilities because they have the right to learn. One of them noted that the theme of Inclusive Education is perfectly placed in the policy and is perfectly fine.
This may have been caused by the poor dissemination of information, as highlighted in the sectoral policy document, as one of the barriers to inclusion (Policy Document, 2018). One of the participants spoke about the lack of funds dedicated to EI as one of the challenges experienced this year. This may be one of the signs of the lack of sufficient communication and cooperation between the directors and the Ministry of Education.
One of the objectives of the Kenyan government, through the Ministry of Education, is to identify and assess students with special educational needs early in life so that they can access learning institutions early enough. One of these policy measures is the sector policy for students and trainees with disabilities, with the overarching theme of Inclusive Education. This study has shown the extent to which secondary school principals in Kisumu County understand the concept of inclusive education and what their attitudes are in terms of education.
This study also highlighted some of the challenges principals face when enrolling students with special educational needs and during the implementation process. The objectives of the overarching theme are considered to be in line with the stated mitigations.
Project title: Exploration of the knowledge and attitude of school principals towards the implementation of Inclusive Education as defined in the Sector Policy for learners and. This study examines what the principals know about IE and it's implementation at the high school level. During the interview session, you will be asked some open questions related to your knowledge, beliefs and values in terms of Inclusive education at high school level.
What is your opinion on the overarching theme of Inclusive Education on the sector policy.