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This is a Quantitative Study study.

September 16, 2025International Journal of Research and Innovation in Social Science

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

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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.

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Implication

This study assesses teacher preparedness and training gaps in supporting students with mild disabilities, suggesting areas for improvement in inclusive education.

Cite This Study

Fedha Flora (2025) studied this question.

synapsesocial.com/papers/68d4565431b076d99fa5ad97 https://doi.org/10.47772/ijriss.2025.903sedu0469

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Implication

This study assesses teacher preparedness and training gaps in supporting students with mild disabilities, suggesting areas for improvement in inclusive education.

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

Key Points

Discussion

Implication

Cite This Study

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

Key Points

Discussion

Implication

Cite This Study

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Also Consider