Implementing Inclusive Education in Primary Schools within Kenya's Marginal Populations: Challenges and Prospects

While it has often been assumed that regular classrooms that accommodate learners with disabilities are effective means to overcome discrimination and are cost-effective for the entire education system, emerging evidence shows... [ view full abstract ]

While it has often been assumed that regular classrooms that accommodate learners with disabilities are effective means to overcome discrimination and are cost-effective for the entire education system, emerging evidence shows that teachers often find it difficult to implement it. This paper analyses the Kenyan primary school teachers’ understanding of the concept/policy of Inclusive Education and their challenges in implementing it. The study was conducted in two marginalized areas ― Nairobi’s informal settlements and Marsabit ― for a total of four weeks in 2016/2017. The researchers visited a total of 20 schools and collected data via questionnaires from 200 teachers, semi-structured interviews with 20 head/deputy teachers and one Focus Group Discussion with teachers. Findings reveal that a quarter of the sampled teachers have a wrong concept of Inclusive Education. While 71% of teachers with a secondary school Certificate and 56% with a Primary Teacher Certificate confessed that it was difficult to teach learners with disabilities in regular classrooms, as many as 63% of teachers with a Bachelor’s degree shared the same sentiments. Whereas many schools only have regular classrooms, some schools in Marsabit have learners with disabilities in regular classrooms. In such schools, although the implementation of Inclusive Education was somewhat limited, the schools were nonetheless implementing it despite their limited financial and human resource capacities. The paper concludes that while it is not impossible for Kenyan primary schools to implement Inclusive Education, the current pre-service teacher training is insufficient to meet the needs of learners with disabilities. The study therefore recommends that inclusive education needs to be fully incorporated both in pre-service and in-service teacher training. Additionally, community sensitization and adequate funding are indispensable for sustainable implementation of Inclusive Education.

Key words: Inclusive Education; Marginalisation, Learners with Disabilities