Influence Of Physical Resources On Implementation Of Inclusive Education In Public Secondary Schools In Kenya: An Analytical Study

Poverty is the greatest challenge facing the African continent today. Education empowers citizens and hence reduces poverty by enhancing live hood. Globally, 77 million children are out of education and 25.7 million (33.4%) are those with disabilities. In Kenya 1504 (0.48%) Students with Disabilities of 315,000 in public secondary schools are in Inclusive Education programme. Baseline survey in Bungoma County between 2013 and 2016 indicated that 107(0.07%) Students with Visual impairments and physical challenges are in Inclusive Education programmes compared with total of 39,122 Students with disabilities. Therefore, Statistics indicate that very few Students with Disabilities are admitted in public secondary schools in Bungoma County. 39,015 (99.93%) may not be accessing formal public secondary school education. The objective of the study was to establish the influence of physical resources on implementation of Inclusive Education in public secondary schools in Kenya. The study established that physical resources accounted for 18.9% of the variance in the implementation of inclusive education as was signified by the coefficient Adjusted R square .189. The other 81.1% was due to other factors that were not the subject of this study. The influence was significant as the p-value was less than the set level of significance, .05 (r=.454, N =122, P<.05). These physical resources included chairs, desks, tables, classrooms, libraries and play fields among others.