Nzoka, S. M.2013-10-022013-10-022013-07-01Jouranal of special needs and disabilities studiesvol. vol. no. 1 p. 5-10. 1 july 20132305-2619http://ir-library.ku.ac.ke/handle/123456789/7394Journal Article ( hand copy)The constitutional provision for the right to health (Social Assistance Bill, 2012) in Kenya . states that every person has the right to health, accessible and adequate housing, reasonable standards of sanitation, adequate food and safe drinking water, social security and education . This study sought to establish the role that education played in ensuring social equity amongst vulnerable groups, specifically the deaf Countrywide representative samples of 5 schools were the basis of this study, namely, Kitui Integrated School , Kilimani Integrated, Kanyuambora Integrated, Thika Primary School and Kajiado Integrated School . The study found that there is a shortage of integrated schools in the country. Teachers as well as parents though largely aware of special schools, were not supportive of the education. In addition, Kenya was found not ready for inclusive schools given the j hottage of teachers, poor pay, low morale and inadequate facilities and equipment in the already crowded public schools. However, Free Primary Education was found to be an impetus towards true inclusivity for all, especiall y the deaf It is hoped that the findings of this stud y will go a long way in protecting . the human rights of vulnerable groups as enshrined in Article 43 of the Soci a l Assistance Bill , 2012 and in helping us attain poverty reduction - by 2030. It is recommended that further researCh be done countrywide to establish key probleni areas to be addressed in helping us provide adequate and quality education, health services ; and supportive legislation for the deafenIntegrated schoolsinclusive schoolsVulnerable groupsSocial EquityPoverty reductionArticle