Teachers’ Perceptions of Inclusive Education in Western Kenya

Increasing learner diversity in a school environment is one of the Key strategies in addressing issues of exclusion for all children. The purpose of this research article isto explore the teachers’ understanding of inclusion as well as their perception of learners’ differences and diversity within their classrooms. A teacher-focused survey was administered in government primary schools, where a sample of 159 teachers across 54 primary schools were the respondents. The findings indicated that the most significant purpose for educating children with disabilities is social cohesion. Most teachers felt that children with severe needs would best learn in a special school, whilst those with mild needs would learn best in inclusive settings. Their success in inclusive education was working with families and adapting the teaching and learning process to make it accessible for children with disabilities. The lacuna of evidence on effective teaching strategies indicates the need for further research on teaching strategies for learner diversity within the classrooms.