Assessing the implementation of an all-inclusive education for children with special education needs in Mityana district

Abstract

This study is about an assessment of implementations of all Inclusive Education on learning among pupils with special educational needs in Mityana Town Council, It sought to find out the implications of the adoption of inclusive education. It was guided by the following research questions. Has enrolment and retention of special educational needs learners in primary school been consistent since 2006? What are the mechanisms for identifying and catering for special educational needs learners in inclusive schools? What are the available facilities for special educational needs learners in inclusive schools? What are the limitations to the implementations of inclusive education? It was undertaken in Mityana Town Council, Mityana District. It involved a sample size of ninety nine respondents drawn from the schools, community and education department of Mityana town council. These respondents were selected using both random and non-random sampling techniques. The required data was collected using a combination of methods including: - one-on-one interviews, questionnaires, observation and review of relevant documents. Data analysis was thematic for qualitative while quantitative data was analyzed using descriptive statistics. The results indicated that inclusion had moderately impacted on the enrolment and retention of SENs learners in schools. The results also indicated that identification of SENs leaners is mainly by observation and consultation with parents. Very few schools had known guidelines for admitting and catering for such Learners. This explains why few schools had teachers trained in SEN and just a few schools had orientation related programs for teachers. The most common facilities for SENs Leaners in the visited schools were the special toilet. Teachers use simple things to help SENs Leaners such as changing sitting arrangements in class. The study also found that SENs Learners find it hard studying together with other children due to stigmatization and lack of facilities. The challenges for the teachers included lack of knowledge, resources and facilities for managing SENs Learners. The other challenge was about time since some SENs take long to academically achieve compared to the normal Learners in the same class. Recommendations included: orienting Teachers and other Pupils in SENs Learners’ management, reviving the supervisory powers of the centre coordinators, and providing resources and facilities to cater for them, each School should be equipped with at least two SENs Teachers to handle related challenges. There is need for the (MoES) to ensure that the sub-counties have Inspectors.