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Title Examining the attitudes, perceptions, and concerns of Kenyan teachers toward the inclusion of children with disabilities in general education classrooms
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Publication Date
Date Accessioned
Discipline/Department Educational Psychology and Leadership
University/Publisher Texas Tech University
Abstract Since the government of Kenya made inclusive education as apolicy requirement in the provision of education to all children including those with disabilities, educators have explored ways of making this requirement a reality. All children with disabilities should be educated with non-disabled children of the same and to have access to the general education curriculum. The philosophy of inclusive education aims at enabling all children to learn in the regular education classrooms. It is widely believed that the successful implementation of any inclusive policy is largely influenced by the teachers being positive about the expectations. Grounded in Positioning Theory, this study was conducted to examine the attitudes, perceptions and concerns of Kenyan teachers toward the inclusion of children with disabilities in the regular education classrooms. The study participants were 142 Primary School teachers from 10 schools in a school district in Western Kenya deliberately selected from schools identified as actively implementing inclusive education programs. A concurrent mixed methods design was used to collect, analyze and intepret data for this study. The overal findings indicate that the teachers have a positive attitude towards inclusion of children with disabilities in regular classrooms. However, the teachers also identified what they considered as obstacles to successful implementation of the inclusive philosophy.
Subjects/Keywords General education; Students with disabilities; Kenya; Teachers; Inclusive education; Special education; Educational change
Contributors Davidson, Roseanna C. (Committee Chair); Siwatu, Kamau O. (committee member); Parker, Amy T. (committee member)
Language en
Rights Unrestricted.
Country of Publication us
Record ID handle:2346/45354
Repository tdl
Date Indexed 2020-04-11

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Texas Tech University, George Odongo, May 2012 Theme 6: Inability to complete the syllabus and failure in national examinations…

Texas Tech University, George Odongo, May 2012 Research Question 2 ................................................................................................ 131 Results…

…187 Survey Questions: ....................................................................................................... 187 viii   Texas Tech University, George Odongo, May 2012 Modified adaptation of The School and the Education of All…

…of Approval from Institutional Review Board at Texas Tech University ........ 195 ix   Texas Tech University, George Odongo, May 2012 ABSTRACT Since the Government of Kenya made inclusive education as a policy requirement in the provision of…

…attitudes, perceptions, and concerns of the x   Texas Tech University, George Odongo, May 2012 teachers influence their acceptance and commitment to the implementation and success of inclusive education. xi   Texas Tech University, George Odongo, May…

…109 1   Texas Tech University, George Odongo, May 2012 CHAPTER I INTRODUCTION Background Education of children with disabilities has seen a shift from segregated special schools to inclusion in general education schools and classrooms. Educating…

…on the 1   Texas Tech University, George Odongo, May 2012 Rights of Disabled Persons of 1975 (United Nations Educational Scientific and Cultural Organization, 1975) and the African Decade of Disabled Persons, 2000-2009. (African…

…countries have led in the effort to 2   Texas Tech University, George Odongo, May 2012 implement policies that foster the inclusion of these students into general education settings (Avramidis & Norwich, 2002). During the same period, inclusion…

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