Addressing Inclusive Education for Learners with Disabilities in the Integrated Education System: The Dilemma of Public Primary Schools in Kenya
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Date
2020
Authors
Ohba, Asayo
Malenya, Francis Likoye
Journal Title
Journal ISSN
Volume Title
Publisher
Taylor & Francis
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.
Description
A research article published in Compare: A Journal of Comparative and International Education
Keywords
Inclusive education, Integrated education, Disability, Regular school, Kenya
Citation
Asayo Ohba & Francis Likoye Malenya (2020) Addressing inclusive education for learners with disabilities in the integrated education system: the dilemma of public primary schools in Kenya, Compare: A Journal of Comparative and International Education, DOI: 10.1080/03057925.2020.1726727