Inclusive education: a change in education for sustainable development

Abstract

Education is a basic foundation for the development of any country and it is a key lever for sustainable development. In line with Millennium Development Goals, Kenya committed itself to achieve EFA goals by the year 2015. All learners including those with special needs and disabilities should access quality education in an inclusive setting. In Kenya learners with special needs and disabilities are excluded in mainstream education system and offered education in secluded systems and or not offered education. The purpose of the present study was to examine key changes in education systems for effective implementation of inclusive education in mainstream schools. Inclusive education is concerned with all learners including those with special needs and disabilities accessing education in mainstream schools. Inclusive education is the taking back of learners who were being taught in separate education systems to mainstream schools. Inclusive education is a philosophy that emphasize that schools should be transformed to respond to the needs of learners and not the other way. Areas that were considered for change included teacher preparation and competencies, adaptations of the environment, examinations, curriculum and changes in policies and legislations. This research paper used qualitative approach and utilized secondary data. Social theory of learning and social model of disability guided the study. It was concluded that changes in teacher competencies, curriculum, physical environment, teaching resources and policies have to be made. It was also recommended that teachers have to undergo in- service courses and the curriculum, environment, teaching materials including assistive aids have to be appropriate for all learners.