Addressing Inclusive Education for Learners with Disabilities in the Integrated Education System: The Dilemma of Public Primary Schools in Kenya

Abstract

This paper explores the challenges and prospects of inclusive education for learners with disabilities in the integrated education system in Kenyan primary schools. Data were collected in five and nine public schools in Nairobi and Marsabit respectively, by means of questionnaires administered to 126 teachers, semi-structured interviews with 14 head teachers or their deputies, and one focus group discussion. County education officials were also interviewed. The findings reveal that although the integrated education system is dominant in Kenya, local schools that accommodate learners with disabilities put much effort into creating an inclusive setting. This paper appreciates the challenges and potential associated with inclusive education and thus recommends deeper reflection on the operationalisation of inclusive policies in the context of Kenya.