Assessment of Physical Facilities for Inclusion of Pupils with Physical Challenges in Public Primary Schools in Bungoma County, Kenya

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.