Inclusive Education and School Culture: Integration Issues for Mainstream Primary Schools in Kenya

This study assessed the effectiveness of school administrative support in the implementation of Inclusive Education for Special Needs Learners in mainstream primary schools. Focusing on the organizational effectiveness of the school leadership in meeting the needs of Special needs Learners, research questions explored the following: school administrative support in implementation of inclusive education values, administrative support on creation of inclusive school environment, administration support on staff development and collaboration in inclusive education practices between special and general educators. The study adopted a descriptive survey design. Out of 150 schools that had integrated Special Needs Learners in Bungoma County, Kenya, 20% were stratified, proportionately and randomly sampled. Purposive sampling was used to obtain the participants; head teachers, regular, and special teachers. The sample comprised of 30 head teachers, 120 regular teachers and 8 special teachers (total 158). Data were collected using questionnaires for 30 head teachers, 120 regular teachers, and interview schedules for 8 special teachers, observation checklist and document analysis. Data were analyzed using descriptive statistics. The study findings revealed that integration of inclusive education has not been accompanied by supportive cultural features and practices that make inclusive education work. The study recommends that school managers can implement inclusive education effectively through a variety of vehicles: adaptation of inclusive values, improving on the school setting, in-service opportunities, mentoring activities, monitoring degree of collaboration between the special and general educators. In addition, school managers should seek for professional support groups in enhancing development of inclusive education cultural features and practices that accommodates learner diversity.