Influence of Creation of Conducive Learning Environment on Inclusion of Learners With Special Needs in Public Primary Schools in Mbooni East and West Sub-Counties, Kenya

Abstract

The concept of Inclusion in education is to have every child in a learning institution where the environment should adapt to the learner to facilitate personalized learning. The inclusion of learners with SNE in public primary schools has been a major challenge to stakeholders in education globally and in Kenya. The purpose of this study was to investigate the influence of creating a conducive learning environment on the inclusion of learners with special needs in education in public primary schools in Mbooni East and West sub-counties, Kenya. A descriptive research design was used. Educational production theory was applied. The targeted population was (N=1896) who included 204 public primary headteachers, 1632 public primary school teachers, 60 parents from 6 units, and 2 Education Officers. Data obtained from questionnaires were analyzed quantitatively using SPSS version 23. Data obtained from interviews were analyzed using descriptive statistics. Null hypothesis, Ho1: There is statistically no significant difference between learning environment and inclusion of learners with special needs in education, was tested using an Independent t-test at 0.05 level of significance. Lack of a conducive learning environment negatively affects inclusion. Study recommends that the Ministry of Education should provide headteachers with support structures and training in features that make inclusive education work.