TEACHER PREPAREDNESS IN THE INTEGRATION OF LEARNERS WITH PHYSICAL DISABILITIES IN PUBLIC PRE-SCHOOLS IN KIAMOKAMA DIVISION KISII COUNTY – KENYA

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Education is widely regarded as a basic human right which should be directed to the full
development of the human personality and to the strengthening of respect for human
rights and fundamental freedoms and the full development of the human personality
(UNESCO 1948). According to the Salamanca statement (1994) every child has a right
to be educated in an inclusive setting without discrimination. The key player in the
implementation of inclusive, or rather, integration of learners with disabilities into the
mainstream schools is the teacher; the teacher has got the most significant influence on
the learning environment. The study sought to investigate the teachers’ preparedness in
the integration of learners with physical disabilities in public pre-schools. The main
purpose of the study was to investigate the teachers’ preparedness in the integration of
learners with physical disabilities in public pre-schools. The literature review depicted
the concept of integration; physical disabilities; educational needs of learners with
physical disabilities; links with other disciplines; environmental adaptations; facilities
and materials; and challenges facing children in integrated schools. The study adopted the
survey study research design. To ensure equal representation, simple random sampling
was done. Tools used to solicit information included questionnaires for head teachers
and teachers, interview schedule for the parents and observation schedule for children.
Validity of the instruments was appraised by the supervisors and through pre-testing
while the reliability was tested through pilot study. The study established that most preschool
teachers are not trained in special needs education. Also it was established that
early childhood education teachers are not employed by the government. Instead they are
employed by the parents hence their job security is not guaranteed. The government
should lay clear policy and laws to enhance integration of learners with physical
disabilities, train early childhood education teachers on special needs education and
employ them on permanent and pensionable terms.

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FINAL PROJECT 2011 WYCLIFFEm.pdf306.71 KB

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