What type of study is this?

This is a Quantitative Study study.

September 16, 2025

In-Service Teachers’ Knowledge and Preparedness in Supporting Students with Mild Disabilities in an Inclusive, Class in Secondary Schools, Kenya

Puntos clave

Teachers reported feeling unprepared, highlighting the need for improved training in inclusive education practices.
Data from 125 teachers across three counties indicated significant gaps in knowledge and exposure to best practices for supporting students with disabilities.
Findings suggest that clinical placements and direct experiences with students with disabilities are crucial for developing teacher preparedness.
The study recommends integrating inclusive pedagogy into teacher education curricula for better support of all learners.

Resumen

Providing a meaningful education to all learners, including those with mild disabilities, is a critical responsibility for educators and all must be involved for a truly inclusive Special education for students with mild/moderate disability to be realized. This study investigates in-service teachers’ knowledge and preparedness to support students with mild disabilities in inclusive classrooms across secondary schools in Kenya. The study sought to assess whether different institutions of higher learning has equipped teachers to support students with disabilities in inclusive classrooms. This is a crucial area that wills ensure equitable education for all students. The primary objectives were to assess current knowledge levels, identify training gaps, faced by teachers.The participants were 125 teachers selected from 3 counties in Kenya. A questionnaire tool was used for data collection. Data was analyzed descriptively and using inferential statistics. Special education teachers generally rated themselves as more prepared than their general education counterparts, both after completing their undergraduate programs and after gaining teaching experience. Key experiences contributing to this preparedness included clinical placements and interactions with students with disabilities during their training. However, the nature and frequency of these experiences varied significantly between programs. Post- undergraduate professional learning opportunities, such as graduate school and professional development workshops, were identified as limited across both groups. Findings revealed limited preparedness, inconsistent training, minimal exposure to inclusive best practices, and a lack of sustained professional development. The paper recommends embedding inclusive pedagogy within teacher education curricula, increasing experiential exposure, and establishing continuous learning pathways to advance equity in Kenyan classrooms.

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