Implementation of Inclusive Education for Learners with Disabilities in Primary Schools in Nairobi County, Kenya

Abstract

Children with disabilities encounter different forms of exclusion and are affected by them to varying degrees. The Convention on the Rights of the Child (CRC) and the Convention on the Rights of Persons with Disabilities (CRPD) condemn this. They instead demand inclusion which will recognise the full potential of the learner. Based on this therefore, teachers who are involved in the task of helping these learners achieve their goals in life are faced with some setbacks in this duty. This study explored the challenges of implementing inclusive education curriculum that caters for learners living with autism in a primary school in Nairobi County, Kenya. It adopted a qualitative research paradigm and specifically the phenomenological design. The study targeted teachers and pupils. The sample size of the study consisted of 12 teachers and 8 pupils. Interview and observation guides were used for data collection. The researchers transcribed the interviews, coded the data, categorised the data, derived themes from the categories, interrelated themes and interpreted the meaning of themes. The findings of the study revealed that teachers are faced with the challenges of broad curriculum, and lack of some educational resources to support the inclusive education curriculum. The study concluded that learners with autism in inclusive education need maximum attention. The study therefore recommended to the government to review the curriculum in order to meet the needs of these learners. Further, to provide the necessary educational resources needed to fully implement the curriculum.

Keywords: Implementation, inclusive education, curriculum, disability, autism, Nairobi, Kenya