Evaluation of Classroom Physical Adjustments for Inclusion of Pupils with Physical Disability within Inclusive Public Primary Schools in Bungoma County, Kenya

Abstract

Kenya has always placed education as a priority at all levels, promoting it as a key driver for social and economic development. However, as schools are increasingly challenged to serve a diverse population of pupils, much of the concern now is no longer whether to provide inclusive education, but how to implement inclusive education in ways that are both feasible and effective in ensuring schooling success for all children. In relation to this, the government of Kenya recognizes the importance of special needs education as a crucial subsector for accelerating the attainment of Education for All (EFA) and the millennium Development Goals (MDGs).  However, the Salamanca Statement reported great concern for learners with special needs being enabled to learn in a conducive environment. This  includes  adjustment  of  anything  in  the  education  sector  that  hinders imparting  knowledge  and  skills  to  the  learners,  such  as  those  with  physical disability. Therefore, certain classroom conditions are paramount within inclusive schools for children with physical disability to enable enhancement of their learning activities. This paper therefore realized this and aimed at evaluating the preparedness in terms of classroom physical adjustments of the selected inclusive public primary schools to accommodate pupils with physical disability.

This study adopted mixed method research paradigm. Descriptive survey research and phenomenology designs were used. The findings indicate that there are inadequate classroom physical adjustments for inclusion of pupils with physical disability.