Integration of Special Needs Education in Primary Teacher Education Curriculum and Acquisition of knowledge by Teacher Trainees in Kenya

Abstract

This paper discusses the findings of a research study on the relationship between integration of SNE in the PTE curriculum and instructional efficacy in terms of knowledge among the teacher trainees in Kenya. Quantitative and qualitative data was collected from 27 Education teacher trainers and a sample of 306 trainees using questionnaires, interviews and document analysis. The findings revealed that knowledge on categories of learners with SEN, their characteristics and how different impairments affect learning, were adequately provided through the PTE curriculum, however aspects of knowledge that related to skills (learning to do) such as intervention measures for pupils with SEN in the general classroom, procedures for identifying and assessing pupils with SEN, and resource materials and facilities for pupils with SEN, were inadequate. Pearson correlation coefficient of .417 indicated a moderate positive relationship between the two variables which is significant at alpha (α) =.05 (p=.031<.05). It was concluded that the teacher trainees did not acquire adequate knowledge on SNE through the PTE curriculum commensurate to the expectations of an inclusive teacher yet it is evident that the adequacy of knowledge is significantly related to the extent to which SNE is integrated in the PTE curriculum. Consequently, it is recommended that the Kenya Institute of Curriculum Development should ensure integration and complete fusion of aspects of SNE in the PTE curriculum during curriculum design to enhance acquisition of knowledge for instructional efficacy among teacher trainees. This would contribute to successful implementation of inclusive education in Kenya.

Key words: Inclusive education, curriculum integration, knowledge, special educational needs, instructional efficacy.