NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1111087
Record Type: Journal
Publication Date: 2016
Pages: 30
Abstractor: As Provided
ISSN: ISSN-0827-3383
Examining the Attitudes and Concerns of the Kenyan Teachers toward the Inclusion of Children with Disabilities in the General Education Classroom: A Mixed Methods Study
Odongo, George; Davidson, Roseanna
International Journal of Special Education, v31 n2 2016
The philosophy of inclusive education aims at enabling all children to learn in the regular education classrooms. It is widely believed that the successful implementation of any inclusive policy is largely influenced by teachers being positive about the expectations. Grounded in Positioning Theory, this study was conducted to examine the attitude, perceptions and concerns of Kenyan teachers toward the inclusion of children with disabilities in the regular education classrooms. The study participants were 142 Primary School teachers from 10 Primary Schools in a school district in Western Kenya deliberately selected from schools identified as actively implementing inclusive education programs. The overall findings indicate that teachers have a positive attitude towards inclusion of children with disabilities in regular classrooms. Overall, the study showed that attitudes, perceptions, and concerns of the teachers influence their acceptance and commitment to the implementation and success of inclusive education.
International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kenya
Grant or Contract Numbers: N/A