Inclusive Education for Persons with Disabilities in Context of Social Change and Development in Kenya – A Case of Kenyatta University
- April 24, 2019
- Posted by: RSIS
- Category: Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue IV, April 2019 | ISSN 2454–6186
Joyce. Achieng Ogogo, Molly M. Akinyi Ogalloh, Paul. K. Mbugua, Stephen M. Nzoka
Kenyatta University, P.O Box 43844-00100, Nairobi Kenya
Abstract: The purpose of this paper was to establish influence of inclusive education for persons with disabilities in context of social change and development in Kenya – a case of Kenyatta University. The study aimed at determining whether Kenya was ready for Inclusive Education, whether Inclusive Education is an effective means for social change and development for PWDs and persons without disabilities, whether Inclusive Education leads to all round development of a person, and whether Inclusive Education facilitates social change and development more than any other mode of education. Methodology-descriptive survey design. Population consisted of all persons with disabilities and those without disabilities within Kenyatta University and a sample size of 150 persons was purposively sampled. The findings of this study showed that: Kenya was not ready for inclusive education; Inclusive Education has not been quite an effective means of social change and development as in the context of KU; Inclusive Education would only benefits persons with disabilities; KU environment is generally not Inclusive because of inadequate facilities for PWDs; Inclusive Education is not cost effective. Some of the recommendations were: stakeholders need to work together as a team to put in places all the requirements; provision of resources to remove all the barriers to change and make modifications to the curriculum and infrastructure to cater for all students’ needs.
Keywords: Inclusive Education, Social change and Development, Persons with Disabilities
I. INTRODUCTION
Today in the west, it is widely accepted that inclusion maximizes the potential of the vast majority of students, ensures their rights, and is the preferred educational approach for the 21st century (NAVADA partnership for inclusive education 2003).
Background to the Study
Inclusive education is a strong feature of the Salamanca statement of the principle, policy and practice in special needs education agreed upon by representatives of 92 governments and 25 international organizations in June 1994 (UNESCO 1994).
