Analysis of Institutional Practices for Inclusive Education in Public Primary Schools in Nyeri County, Kenya
Keywords:
Inclusive education; institutional practices; teacher preparedness; special needs education; Nyeri County.Abstract
Inclusive education remains a global priority, yet its implementation in many developing countries continues to face significant challenges. This study examined institutional practices supporting inclusive education in public primary schools in Nyeri County, Kenya, with a focus on teacher preparedness, resource availability and implementation barriers. The study employed the descriptive survey design with a questionnaire as data source from 113 school stakeholders. Based on the findings, the study concludes that although a majority of teachers had received some form of training, a significant proportion had not undergone any formal preparation in inclusive education. Although teachers showed relative strength in the use of assistive devices and reported some level of training exposure, challenges remain in critical areas such as adapting lesson plans, identifying learners with special needs and collaborating effectively with colleagues. The study shows a need to strengthen teacher training in inclusive education. The Ministry of Education, Teacher Service Commission and teacher training institutions should therefore ensure that inclusive education is fully integrated into both pre-service and in-service training programs. Finally, school leadership should take a more active role in promoting inclusive practices by ensuring effective implementation of policies, encouraging collaboration among teachers and creating supportive school environments.
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