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首页> 外文期刊>Research on Humanities and Social Sciences >To Determine the Extend to which Learning Resources Influence the Implementation of Inclusive Education in Selected Public Primary Schools in Trans - Nzoia County,Kenya
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To Determine the Extend to which Learning Resources Influence the Implementation of Inclusive Education in Selected Public Primary Schools in Trans - Nzoia County,Kenya

机译：确定学习资源对跨性别公立小学实施融合教育的影响-肯尼亚

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The goal of inclusive education has not been to erase differences among learners, but to enable all students to belong to an educational community that validates and values their individuality. Therefore, inclusive education call for making children with disabilities participate fully in all activities within a regular school. This requires a change in the factors that affect its implementation such as differences in curriculum, environment, and policies for handicapped children and those for education, support services, attitudes among other things. These factors were the area of concern in this study: the study was set to find out how these factors influence implementation of inclusive education. This study was guided by theory of Gross model of educational change. This theory highlights the stages of implementing a program and the factors that affect the implementation process. (Gross, 1975).The study was conducted in Trans-Nzoia County. The target population was all the all the teachers, all head teachers and Area Education Officers in the five selected schools which makes a population of 126. Sampling was where all regular primary schools that practice inclusive education were included. The study adopted a descriptive survey design. Purposive sampling was used to sample out teachers, head teachers, and education officers. The reliability and validity of the data collection instruments was tested and ensured. Data collection instruments included questionnaires and interview schedules. Frequency distribution and percentages were employed. Inferential statistics was also used involving chi-square. The study findings showed that educational resources for learners with disabilities are inadequate in most schools leading to ineffective implementation of inclusive education and therefore the government needs to pump in more funds to cater for the individual needs of learners with special needs in public primary schools. Further, the community should be involved in inclusion process for effective implementation of inclusive education. The study is expected to contribute valuable knowledge to the field of implementation of inclusive education in general. It is expected to produce unavailable knowledge on this subject.
机译：包容性教育的目的不是消除学习者之间的差异，而是使所有学生都属于能够验证和重视自己个性的教育社区。因此，全纳教育要求让残疾儿童充分参与正规学校的所有活动。这就要求改变影响其实施的因素，例如课程，环境，残疾儿童和教育政策，支持服务，态度等方面的差异。这些因素是本研究关注的领域：该研究旨在发现这些因素如何影响全纳教育的实施。这项研究以教育变革的格罗斯模型理论为指导。该理论强调了实施程序的阶段以及影响实施过程的因素。 （Gross，1975）。这项研究是在Trans-Nzoia县进行的。目标人口是选定的五所学校中的所有教师，所有班主任和区域教育官员，这些人口总数为126。在抽样中，所有进行融合教育的正规小学都包括在内。该研究采用了描述性调查设计。目的抽样用于抽样教师，班主任和教育官员。测试并确保了数据收集工具的可靠性和有效性。数据收集工具包括问卷和访谈时间表。使用频率分布和百分比。还使用涉及卡方的推论统计。研究结果表明，大多数学校为残疾学习者提供的教育资源不足，导致不能有效地实施全纳教育，因此，政府需要投入更多的资金来满足有特殊需要的公立小学学习者的个人需求。此外，社区应参与包容性过程，以有效实施包容性教育。预计该研究将为实施全纳教育提供宝贵的知识。预计会产生关于此主题的知识。

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