Inclusive Education Policy and Achievement of Students With Disability in Selected Secondary Schools in Mbale City
| dc.contributor.author | Mayor Feston | |
| dc.date.accessioned | 2024-11-27T13:56:17Z | |
| dc.date.available | 2024-11-27T13:56:17Z | |
| dc.date.issued | 2024 | |
| dc.description.abstract | This study sought to investigate the influence of inclusive education policy on school achievement of students with disability in selected schools in Mbale City. The study objectives were; To determine the effectiveness of specialized teaching on students with disabilities' school achievement in selected secondary schools in Mbale city; To determine the effectiveness of inclusive physical infrastructure on students with disabilities' school achievement in selected secondary schools in Mbale city; To determine the effectiveness of inclusive Curriculum on students with disabilities' school achievement in selected secondary schools in Mbale city. The study population was 100 respondents from the three selected secondary schools in Mbale City. The study employed stratified random sampling techniques in coming up with a sample size of 80 respondents. The primary data collection methods used was a questionnaire and interview guide which was used to collect data. The collected data was analyzed using descriptive statistics in SPSS version 20. Linear and Multiple regression analysis were also used to determine the effect of the independent variables on dependent variables. The study found that Specialized teaching was significant in predicting student's Achievement with R Square = 0.600 (0.600*100 = 60.0%) with a p-value = 0.000<0.05. The regression coefficient of inclusive physical infrastructure was positive and significant in predicting the student achievement. Further the study found that Advocacy for educational resource had R Square = 0.800 (0.800*100 = 80.0%) with a pvalue = 0.000<0.05. The regression coefficient of Advocacy for educational resource was positive and significant in predicting student achievement. The study further found that inclusive curriculum had significant effect in predicting student achievement with p-values of 0.001 less than 0.05, R Square = 0.360 (0.360*100 = 36.0%). Special teaching is the least contributor to student achievement at schools in Mbale city with a Beta value of 0.790 at 0.000 level of significance. This implies that special teaching has a positive and significant effect on student achievement. This therefore answers the research question which stated that „what is the effect of special teaching on student achievement in secondary schools in Mbale city? Inclusive physical infrastructure is the second contributor to student achievement at schools in Mbale city with a Beta value of 0.890 at 0.000 level of significance. This means that Inclusive physical infrastructure is the second important contributor to student achievement. The findings further reveal a positive and significant effect of inclusive physical infrastructure on student achievement. This therefore answers the second research question which stated that what is the effect of inclusive physical infrastructure on student achievement in secondary schools in Mbale city? Inclusive curriculum is the greatest contributor to student achievement in at schools in Mbale district with a Beta value of 0.911 at 0.001 level of significance. This implies that inclusive curriculum has a positive and significant effect on student achievement. This therefore answers the third research question which stated that „what is the effect of inclusive curriculum on student achievement in secondary schools in Mbale district? The management of schools should put more emphasis on special teaching through provision of special teaching to students and staff, providing adequate special teaching rations to the students to improve student achievement while studying. This shall bring in sense of belongingness and commitment to their studies and they can easily identify with the school. The management of schools should continue to promote inclusive physical infrastructure in the school premises through construction of good drainage systems, regular cleaning of dining halls and kitchens, compound and classes, provision of secure dust bins to collect rubbish. This shall assist them to reduce on cases of disease outbreaks and spread. | |
| dc.identifier.uri | https://hdl.handle.net/20.500.12311/2348 | |
| dc.language.iso | en | |
| dc.publisher | Mayor Feston | |
| dc.publisher | Uganda Christian University | |
| dc.relation.ispartofseries | 1; 001 | |
| dc.title | Inclusive Education Policy and Achievement of Students With Disability in Selected Secondary Schools in Mbale City | |
| dc.type | Book |