Assessment of outdoor preparedness for inclusion of pupils with physical challenges within inclusive public primary schools in Bungoma County, Kenya

Abstract

The practice of special education in Kenya began from an inclusion education premise and the 2009 National Policy on Education makes inclusive education the norm rather than the exemption. The focus of inclusive education is to remove barriers within the education system that bars pupils with challenges from accessing education in regular schools just like pupils without challenges. However, as much as there is a move toward inclusion of pupils with physical challenges in regular schools, the question is whether inclusive schools’ adaptations are theoretical or practicable for a pupil with physical challenges to feel accommodated. The specific needs of pupils with physical challenges bring into focus the need of modifying the school facilities to enhance learning activities and counteract challenges brought about due to the challenges. This paper therefore aimed at assessing how well outdoor adaptations have been put in place to accommodate pupils with physical disability. The study utilized mixed method research approach, where both phenomenology and descriptive survey research designs were made use of. The findings indicate that there are inadequate outdoor adaptations for inclusion of pupils with physical challenges.