The purpose of the study was to investigate the institutional factors influencing
implementation of inclusive education in public primary schools in Ugenya
district. It sought to provide valuable information on the challenges to educational
planners and other stakeholders and suggest recommendations to curb the
problem. The objectives of the study sought to determine the extent to which
teachers‟ attitudes, suitability of physical facilities, teachers‟ qualifications and
appropriateness of teaching resources influenced implementation of inclusive
education in public primary schools in Ugenya district, Kenya. The study was
conducted using descriptive survey design. The target population was 20 public
primary schools in Ugenya district. The target respondents consisted of 20 head
teachers, 110 teachers and 340 STD 8 pupils. From 470 members of the target
population the researcher used purposive sampling procedure to select a sample
size comprising 36 teachers, 18 head teachers and 102 pupils. The research
instruments used included questionnaires and interview schedules. The analysis
done was both qualitative and quantitative. Qualitative analysis considered the
conclusions from the respondents' opinions. Quantitative analysis involved use of
frequency counts and distribution, tabulation, totals and calculation of percentages
aimed at condensing the data collected into meaningful groups and tables for
further analysis. Data collected were analyzed using statistical package for social
sciences (SPSS). In the study it was found out that inclusive education
implementation in public primary schools in Ugenya District was faced by
numerous challenges and the most prominent challenges were lack of trained
teachers in special needs education, lack of physical facilities suited for
challenged learners and inappropriateness of teaching and learning material.
Therefore, the researcher concluded that inclusive education in public primary
schools is not fully implemented in Ugenya district. This calls for concerted
efforts between key educational stakeholders to conduct aggressive campaigns to
sensitize the public on importance of the inclusive education programme. The
government should come up with a comprehensive policy on inclusive education.
More teachers should be trained on special needs education and schools to be
provided with adequate and appropriate resources to cater for the challenged
pupils. The researcher suggested that more studies should be conducted on
institutional factors influencing inclusive education in secondary schools.