INSTITUTIONAL FACTORS INFLUENCING SUSTAINABILITY OF INCLUSIVE EDUCATION IN PUBLIC PRIMARY SCHOOLS IN NANDI EAST SUB-COUNTY NANDI COUNTY, KENYA

Abstract

Inclusive education should be sustainable if its benefits can be achieved in the long-run. As much as the concept is still being implemented in schools, challenges are faced in the entire process. The study investigated institutional factors influencing sustainability of inclusive education in public primary schools in Nandi East sub-county. The study sought to investigate ways in which teaching and learning strategies, instructional resources, physical facilities and how administrative support enhances sustainability of inclusive education. Descriptive survey design was used, 4984 respondents targeted. Stratified and Simple random sampling techniques were used in respondents’ selection. Data for the study was gathered by use of questionnaires, interviews and observation checklist. Validity of the instrument was ascertained through pre-test using split half test while test re-test method was adopted for reliability. Piloting was done using 10% of the sampled population to establish validity and reliability of research instrument. Data gathered was analyzed using both descriptive statistics and inferential statistics. Analyzed data was presented using tables, bar charts and pie charts. Results were as follows; teaching learning strategies adapted; Instructional resources adapted, Physical facilities adapted and administrative support enhanced sustainability of inclusive education. The study concluded that teaching learning strategies adapted affects sustainability of inclusive education. Sustainability of inclusive education is enhanced when interactive teaching sessions are adapted and when learners are allowed to work together in different groups. Instructional resources affect sustainability of inclusive education in public primary schools. Sustainability of inclusive education in public primary schools is enhanced when schools have enough instructional resources to cater for learners with special needs. Physical facilities adapted affects sustainability of inclusive education in public primary schools. On teaching learning strategies, the study recommended that interactive teaching sessions should continue being adapted if sustainability of inclusive education is to be enhance. On instructional resources, the study recommended that schools should continue to have enough instructional resources to cater for learners with special needs. On physical facilities adapted, the study recommended that the physical facilities adapted should suit the needs of the learners. On administrative support, the study recommended that support should continue being provided by headteachers towards inclusion in schools. The study recommends further studies to be conducted on institutional factors and sustainability of inclusive education in Public Primary Schools in other sub-counties in Nandi County and also in other counties in Kenya. The study should adopt other institutional factors besides teaching learning strategies, instructional resources, physical facilities and administrative support.