Classroom curricular preparedness for inclusion of pupils with physical disability within public inclusive Schools for the pupils with physical disability in Bungoma County, Kenya

Abstract

Since the introduction of Special education in Kenya in 1946, numerous special schools have been established. However, there has been a move toward integration and later inclusion of students with disabilities in regular schools. Inclusion has its own challenges. Kenya, as a rapidly developing country, is undergoing drastic social, economic and cultural changes. Consequently, learners with disabilities in inclusive schools experience a number of challenges. These challenges bring into focus the need of reinforcing various modifications especially in classroom environments in learning institutions to counteract challenges brought about by the change from integration to inclusive education. With this realization, the study sought to examine the classroom curricular preparedness of inclusive schools for the pupils with physical disability. Adaptations that ought to be made under classroom curricular category should ideally aid in lessening these challenges and impact positively on the pupils with physical disability and enhance their learning activities. 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 adequate classroom curricular adaptations for inclusion of pupils with physical disability