Lack of inclusive education for children with disabilities in kenya

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Kenyatta University *

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415

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Sociology

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Nov 24, 2024

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Introduction For many years the topic of inclusive education has been a topic of discussion in Kenya.The country has made impressive progress toward expanding the availability of education for students and teachers with disabilities in regular schools (UNESCO, 2020). Although policies and programs are in place to support inclusivity, Kenyan schools continue to face the issue of discrimination against learners with disabilities (Ireri et al., 2020). Inclusive education focus on equitable opportunities for learning, allowing every child to have access to education. One of the main problems facing the education sector in Kenya is the lack of inclusive education for children with disabilities that needs to be urgently addressed.the aim of this study is to identify the problem, present a reasoned argument for its significance, and provide the necessary background for the research. Background The government has actively endorsed and provided assistance for the integration of inclusive education within the public school system. However, it is evident that the execution of inclusive education policy has not yielded comprehensive advantages for students with disabilities (Kawaguchi, 2020). Despite the presence of rules and legislation mandating educational institutions in Kenya to implement, develop, and accept inclusive programs for students with disabilities, the issue of disability continues to be a significant source of discrimination inside schools. The absence of inclusive education for children with disabilities in Kenya is a substantial issue that requires attention and resolution. Research problem The challenges faced by disable Kenyan students were first described in 1964 when Ominde Commission issued a proposal (Ireri et al., 2020). Although policies and laws require learning institutions to accommodate students with disabilities, discrimination still persists in schools due to disability (UNESCO, 2020). While the government has been devoted in its embrace of inclusive education, its implementation still falls short in providing meaningful benefits to learners with disabilities. Kenya faces a critical problem of inclusive education for children with disabilities, and swift action is required. Research questions The following are the research questions developed from the problem: 1. What are the challenges that hinder the implementation to inclusive education in Kenya? 2. What are policy implementation measures for successfully implementing inclusive education? 3. What are the communities based initiatives Kenya may take to eliminate obstacles to inclusive education.

Rationale Inclusive education is an important aspect in promoting equitable education and ensuring that all students are given quality education. The concept of inclusive education places significant importance on the recognition and appreciation of diversity within the classroom, acknowledging and valuing the distinct contributions that each individual student offers to the educational environment (Krischler et al., 2019). In authentically inclusive surroundings, every child experiences a state of security and a profound feeling of belonging. In addition both students and their parents actively engage in the process of establishing learning objectives and participate in decision-making processes that have an impact on them. Inclusive education is widely regarded as the most effective approach to providing equitable educational opportunities for all children, enabling them to access learning, acquire knowledge, and cultivate the necessary competencies for optimal growth and development(UNESCO, 2020). Inclusive educational systems have been shown to provide a higher standard of education for all pupils and play a pivotal role in transforming prejudiced beliefs and attitudes. References

UNESCO (2020b). Towards inclusion in education: Status, trends and challenges. The UNESCO Salamanca Statement 25 years on . Kenya: UNESCO. https://education-profiles.org/sub-saharan- africa/kenya/~inclusion Ireri, B. R., King'endo, M., Wangila, E., & Thuranira, S. (2020). Structural Modification Challenges Facing the Implementation of Inclusive Education Policy in Public Secondary Schools in Tharaka-Nithi County. International Journal of Educational Administration and Policy Studies , 12 (2), 147-158. Krischler, M., Powell, J. J., & Pit-Ten Cate, I. M. (2019). What is meant by inclusion? On the effects of different definitions on attitudes toward inclusive education. European Journal of Special Needs Education , 34 (5), 632-648. Kawaguchi, J. (2020). 10 The acceptance situation of inclusive education in Kenya. Community Participation with Schools in Developing Countries: Towards Equitable and Inclusive Basic Education for All .

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