| dc.description.abstract | Inclusive education is a process in which learners with special needs participate affectively in age-appropriate classes in their neighborhood schools with appropriate supplementary aids and support services. Records from Educational Assessment and Resource Centres (EARC) Garissa County revealed that there was a decline in the retention rate of learners` admitted; in the year 2014, the retention rate was 37 learners (45.7%), 2015 (114 learners, 38.0%), 2016 (43 learners, 28.9%), 2017 (35 learners, 31.5%) and 2018 (41 learners, 23.7%). The status of implementation of inclusive education in terms of teaching-learning strategies, attitude, resources and curriculum differentiation for retention of learners with special needs in Garissa County was unknown. The purpose of the study was to assess the implementation of inclusive education practices for retention of learners with special needs in regular primary schools in Dadaab sub-county. Specific objectives were to; establish extent to which teaching and learning strategies were used, find out extent of the availability and use of teaching and learning resources; establish the level of curriculum differentiation for learners with special needs, and examine to what extent teachers‟ attitude affect retention of learners with special needs in regular primary schools in Dadaab sub-county. The study was guided by a conceptual framework showing the interaction of inclusive education practices as independent variable and retention of learners as dependent variable. The study adopted a descriptive survey design. Target population comprised 26 head teachers, 78 teachers, and 4 education officers. Saturated sampling technique was used to select 23 head teachers, 70 teachers, and 3 education officers. Instruments for data collection were questionnaire, interview schedule. Face and content validity of the instruments was established through expertise judgment by experts in Special Needs Education. Test-retest reliability was established through a pilot study on 30 learners with SN, 8 teachers and 3 head teachers. The reliability coefficient of the teachers‟ questionnaire was 0.796 hence reliable. The reliability of interview schedule was determined through triangulation. Quantitative data was analyzed using frequency counts, percentages and mean. Findings of the study indicated the use of inclusive teaching- learning strategies was to a small extent (mean=2.16); the availability and use of teaching- learning materials was inadequate (mean= 2.18). The curriculum had been differentiated to a small extent (mean= 2.09). The teachers‟ attitude towards learners with special needs was negative (mean=2.19). The study concluded that the low retention of learners with special needs was as a result of use of inclusive teaching-learning strategies to a smaller extent; the availability and use of teaching- learning materials to a small extent; differentiation of curriculum to a small extent and teachers‟ negative attitude towards learners with special needs. The study recommends that teachers, head teachers and regular learners should use inclusive teaching-learning strategies; there should be adequate provision of teaching and learning resources; differentiation of curriculum and creation of awareness about learners with special need in order to promote positive attitude of teachers towards learners with special needs be promoted through creation of awareness, in-servicing teachers on special needs and motivation of teachers who handle learners with special needs. The study is significant as it may assist teachers and regular learners to understand how to handle learners with special needs, differentiate curriculum, use of inclusive teaching- learning strategies, ensure teachers use resources while teaching learners with special needs and sensitize the teachers to change attitude towards learners with special needs. | en_US |
