Influence of institutional determinants on inclusive learning in public primary schools in Makadara Sub-County, Nairobi County.

Abstract

Inclusive learning involves the reorganization of learning institutions to ensure that all learners receive appropriate education within local primary schools. This study aimed to investigate the teacher determinants influencing inclusive learning in public primary schools in Makadara Sub-County, Nairobi County, Kenya. The objectives were to establish the effect of teacher qualification, experience, workload and perception on inclusive learning. Guided by Rawls' Theory of Vygotsky's Learning Theory (1978), the study utilized a sample size of 351. Reliability of the instruments was judged using Pearson's product-moment correlation with a coefficient of 0.70, and credibility was assessed through peer debriefing, prolonged engagement, and audit trails. Data were processed using SPSS version 23, with quantitative data summarized using frequency tables,
percentages, means, and standard deviations, and qualitative data presented through narrative analysis. Findings indicated that average and special needs children mixed well in inclusive classrooms, fostering inclusiveness. Respondents showed a readiness to understand and support children with special needs. Effective inclusive learning was found to require adequate teacher training, manageable class sizes, and balanced workloads. The study emphasized the importance of identifying, assessing, and placing special needs students, with multidisciplinary teams ensuring comprehensive evaluations. The study concluded that inclusive practices are enhanced through collaborative efforts, continuous teacher professional development, and prioritization of resources. Based on these findings, it is recommended that school’s continuous professional development for
teachers on diverse learning needs and a multidisciplinary approach to the identification and placement of special needs students are essential. Schools should also prioritize resources and infrastructure to ensure equitable and accessible learning for all learners.