Abstract:
The practice of special needs education (SNE) in Kenya began from an
inclusion education premise with the Special Needs Education Policy, which
makes inclusive education the norm rather than the exemption. The focus of
inclusive education is to remove barriers within the education system that bar
pupils with physical challenges from accessing education in regular schools
just like typical pupils. However, as much as there is a move toward inclusion
of pupils with physical challenges in regular schools in Kenya, it is unclear
whether adaptations for attaining inclusive schools are theoretical or a reality
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. This
paper therefore aimed to assess how well schools said to be inclusive are
prepared to accommodate pupils with physical disabilities. The study utilized
mixed method research approach, where both phenomenology and descriptive
survey research designs were employed. The study findings indicate that there
are inadequate adaptations in sanitary facilities, pavements and ramps, and
provision of mobility devices. The study established that most schools lack
playgrounds and related provisions for adapted games.
