Assessing the Relevance of Instructional Resources in the Inclusive Education Project Schools to Learners with Special Needs

Instructional resources in education play a very important role in facilitating learning. However, they should not only be of a wide variety and relevant, but they should also be accessible in appropriate formats so as to cater for the unique and diverse needs of learners in class. According to Gardner’s multiple intelligence theory (1993), learners possess different kinds of minds and they, therefore, learn, remember, perform and understand in different ways. While some learners are visual, others are auditory, tactile, Kinesthetic among other intelligences. This paper presents findings of a study carried out in Nairobi City and Homabay counties in Kenya to assess the relevance of instructional resources to learners with special needs in inclusive project schools sponsored by Sight Savers and Leonard Cheshire Disability (LCD) in Kenya. The study sample comprised of 8 primary schools from urban and rural areas, involving learners in standards four to eight. A total of 160 learners in inclusive public primary schools, 8 head teachers, 80 teachers, 2 sponsors and 2 coordinators participated in the study. Data were collected using questionnaires, interviews schedules, focus group discussions and observation schedules. Quantitative data were analyzed using descriptive statistics, which was computed in frequencies and percentages and presented in frequency tables and graphs. Qualitative data were analysed through verbatim narration and thematic approach according to the objectives of the study. The study findings revealed that the most commonly used instructional resources were mainly for regular learners. Some of these resources were adapted at classroom level with pockets of specialised resources. It was further reported that the resources were characterised with inadequacy, uneven distribution while some of the limited specialised resources were non-functional due to lack of maintenance. In addition, some teachers had difficulties handling some of the available specialised resources. Keywords: Assessment , relevance, instructional resources, inclusive project schools and learners with special needs. DOI: 10.7176/JEP/13-15-03 Publication date: May 31 st 2022