Adaption of Teaching Learning Strategies for Sustainability of Inclusive Education by Public Primary Schools in Nandi East Sub-County, Kenya
Abstract
The study adopted descriptive survey design and it was guided by the social inclusion theory advanced by Pocock (1957). The study targeted a population of 4984 respondents comprising of headteachers, teachers and learners from 87 public primary schools in Nandi East sub-county. Sample size was 10 head teachers, 86 teachers and 486 learners. Stratified sampling was used to select schools and their head teachers. Simple random sampling was used to select teachers and learners. Research Instruments used were questionnaires, interviews and observation checklist. Validity of the instrument was ascertained through pre-test using split half test. Reliability was established through test re-test method. Piloting was done using 10% of the sampled population to establish validity and reliability of research instrument. Quantitative data generated was analyzed using frequency distribution tables, percentages and mean while Qualitative data obtained will be analyzed thematically. Descriptive statistics and relationship between independent and dependent variables were explained and data was analyzed using statistical package for social sciences (SPSS) version 20. Analyzed data was presented using tables, bar charts and pie charts. Results indicated that teaching learning strategies adapted has an influence on sustainability of inclusive education in public primary schools in Nandi East Sub-County. 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.On teaching learning strategies, the study recommended that interactive teaching sessions should continue being adapted if sustainability of inclusive education is to be enhance
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