Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/29474
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dc.contributor.authorMutuota, Rose Njokien
dc.contributor.authorSims, Margareten
dc.contributor.authorCharteris, Jenniferen
dc.date.accessioned2020-09-23T00:38:11Z-
dc.date.available2020-09-23T00:38:11Z-
dc.date.issued2020-02-07-
dc.identifier.urihttps://hdl.handle.net/1959.11/29474-
dc.descriptionThe datasets associated with this thesis can be accessed at: https://hdl.handle.net/1959.11/29472en
dc.description.abstractIncluding students with disabilities in mainstream classrooms is considered an important factor in meeting the needs and ensuring the rights of students with disabilities. In 2009 Kenya passed <i>The National Special Needs Education Policy Framework</i> which, while it made the inclusion of students with disabilities a formal policy, the strategies for inclusion remain unresolved. <br/> This study was conducted in two phases; the first used a Western methodology (Universal Design for Learning) and the second an Indigenous Gīkūyū methodology. Eight teachers and four principals were interviewed and eight classrooms were observed in four schools in Kenya to identify the inclusive strategies employed by the teachers. Results were analysed using thematic analysis. The findings of the study showed ways in which Kenyan teachers used Gīkūyū Indigenous strategies, drawn from Gīkūyū knowledges, to support students in inclusive classrooms. The study also highlighted the importance of revitalising Gīkūyū knowledges, values and practices in schools. <br/> The research adds to the scholarship on the place of Indigenous knowledges, values and practices in schools to support students with and without disabilities, and the place of family relationships and family-school partnerships among the Gīkūyū in inclusive education. This study has the potential to inform educational policy and practice in Kenya specifically and in Africa generally. It has created the space for the voices of Gīkūyū teachers and principals to be heard in their pursuit to preserve Gīkūyū knowledges that have for centuries supported the care and education of children with disabilities through strong family and group relationships.en
dc.languageenen
dc.publisherUniversity of New England-
dc.relation.urihttps://hdl.handle.net/1959.11/29472en
dc.titleThe National Special Needs Education Policy Framework (2009) of Kenya: Its Impact on Teachers' Instructional Design and Practice in Inclusive Classrooms in Kenyaen
dc.typeThesis Doctoralen
dcterms.accessRightsUNE Greenen
local.contributor.firstnameRose Njokien
local.contributor.firstnameMargareten
local.contributor.firstnameJenniferen
local.subject.for2008130299 Curriculum and Pedagogy not elsewhere classifieden
local.subject.for2008130312 Special Education and Disabilityen
local.subject.for2008130313 Teacher Education and Professional Development of Educatorsen
local.subject.seo2008930199 Learner and Learning not elsewhere classifieden
local.subject.seo2008930202 Teacher and Instructor Developmenten
local.subject.seo2008939907 Special Needs Educationen
local.hos.emailhosedu@une.edu.auen
local.thesis.passedPasseden
local.thesis.degreelevelDoctoralen
local.thesis.degreenameDoctor of Philosophy - PhDen
local.contributor.grantorUniversity of New England-
local.profile.schoolSchool of Educationen
local.profile.schoolSchool of Educationen
local.profile.schoolSchool of Educationen
local.profile.emailrmutuota@myune.edu.auen
local.profile.emailmsims7@une.edu.auen
local.profile.emailjcharte5@une.edu.auen
local.output.categoryT2en
local.record.placeauen
local.record.institutionUniversity of New Englanden
local.publisher.placeArmidale, Australia-
local.title.subtitleIts Impact on Teachers' Instructional Design and Practice in Inclusive Classrooms in Kenyaen
local.access.fulltextYesen
local.contributor.lastnameMutuotaen
local.contributor.lastnameSimsen
local.contributor.lastnameCharterisen
dc.identifier.staffune-id:msims7en
dc.identifier.staffune-id:jcharte5en
dc.identifier.studentune-id:rmutuotaen
local.profile.orcid0000-0003-4686-4245en
local.profile.orcid0000-0002-1554-6730en
local.profile.roleauthoren
local.profile.rolesupervisoren
local.profile.rolesupervisoren
local.identifier.unepublicationidune:1959.11/29474en
dc.identifier.academiclevelStudenten
dc.identifier.academiclevelAcademicen
dc.identifier.academiclevelAcademicen
local.thesis.bypublicationNoen
local.title.maintitleThe National Special Needs Education Policy Framework (2009) of Kenyaen
local.output.categorydescriptionT2 Thesis - Doctorate by Researchen
local.school.graduationSchool of Educationen
local.thesis.borndigitalYes-
local.search.authorMutuota, Rose Njokien
local.search.supervisorSims, Margareten
local.search.supervisorCharteris, Jenniferen
local.open.fileurlhttps://rune.une.edu.au/web/retrieve/3aee4ac2-b9ee-46a7-a82c-3ee9df6af6d8en
local.uneassociationYesen
local.atsiresearchNoen
local.sensitive.culturalNoen
local.year.conferred2020en
local.fileurl.openhttps://rune.une.edu.au/web/retrieve/3aee4ac2-b9ee-46a7-a82c-3ee9df6af6d8en
local.fileurl.openpublishedhttps://rune.une.edu.au/web/retrieve/3aee4ac2-b9ee-46a7-a82c-3ee9df6af6d8en
local.subject.for2020390199 Curriculum and pedagogy not elsewhere classifieden
local.subject.for2020390407 inclusive educationen
local.subject.for2020390305 Professional education and trainingen
local.subject.seo2020160303 Teacher and instructor developmenten
local.subject.seo2020160203 Inclusive educationen
local.profile.affiliationtypeUnknownen
local.profile.affiliationtypeUnknownen
local.profile.affiliationtypeUnknownen
Appears in Collections:School of Education
Thesis Doctoral
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