Vol.12(1), pp.

28-42, January-June 2020

DOI: 10.5897/IJEAPS2019.0622
Article Number: 7CA7AE963263
ISSN 2141-6656
Copyright © 2020 International Journal of Educational
Author(s) retain the copyright of this article
http://www.academicjournals.org/IJEAPS Administration and Policy Studies

Full Length Research Paper

Policy strategies for effective implementation of

inclusive education in Kenya
Bibiana Ruguru Ireri1*, Madrine King’endo2, Eric Wangila3 and Simon Thuranira4
1
Department of Educaion, School of Education and Social Sciences, University of Embu, P. O. Box 6, Code- 60100,
Embu Kenya.
2
Department of Education, School of Education and Social Sciences, University of Embu, Kenya.
3
Department of Curriculum and Instructional Technology, School of Education, Masinde Muliro University of Science and
Technology, P. O. Box 190, Code- 50100, Kakamega Kenya.
4
Department of Education, School of Education, Meru University of Science and Technology, Kenya.
Received 6 November, 2019; Accepted 2 March, 2020

Educational frameworks mandate schools to adopt, design and implement strategies that support
inclusive education. Despite the inclusive education policy, disability remains a major course of
exclusion in learning institutions. The paper discusses the impact of school strategies in overcoming
physical barriers that hinder the implementation of inclusive education. The actual sample constituted
151 respondents. The data were collected using questionnaires to identify views from 100 teachers
teaching learners with disabilities, interviews from 11 learners with disabilities to discuss personal
experiences on physical barriers and 5 focus groups discussions with non-disabled learners learning in
the same classroom with learners with disabilities. The study was guided by Social Model of Disability
and adopted a mixed method research design. Quantitative data were analyzed using inferential
statistics. The ANOVA and t-test were done to test the study hypotheses. Qualitative data were
organized by developing codes, then categorized into themes and presented in a narrative form. Linear
regression was carried out to check the linear relationships between the variables. The study
established the school strategies were not anchored in overcoming physical barriers that hindered the
implementation of inclusive education, with various challenges affecting the strategies. For this reason,
learners with disabilities have to adjust to get the needed education or drop out of school. Therefore,
the study concluded that ineffective school strategies contributed to lack of overcoming physical
barriers and this negatively impacted the implementation of inclusive education in schools. School
transformation founded on clear inclusive education vision and philosophy, policies and inclusive
strategies are necessary to overcome physical barriers hindering the implementation of inclusive
education.

Key words: Practices, policy, inclusion, school strategies, physical barriers.

INTRODUCTION

Creating inclusive schools remains a major challenge that faces the education systems worldwide (Mitchell, 2015).

Corresponding author. E-mail: [email protected].

Author(s) agree that this article remain permanently open access under the terms of the Creative Commons Attribution
License 4.0 International License
 Ireri et al. 29

An all-embracing education remains a multi-layered and 1997. Although IDEA mandates educating students with
challenging issue as the development of inclusive disabilities in the least restrictive environment, students
practices in schools is not well understood (Anastasiou with disabilities in public schools located especially in
and Kauffman, 2012; Winzer and Mazurek, 2017). poor or urban areas, have difficulty navigating unmodified
Inclusive education affects not just in principle and the school facilities due to the high cost of modification. The
nature of education provided for students with disabilities, dominant issues hindering teachers to teach inclusively
but it calls into cross-examining the broader aims of include attitudinal barriers and lack of possessing the
education, the purpose of schools, the nature of the skills to implement inclusive practices and strategies
curriculum, methods of assessment, and schools‟ (Sharma and Michael, 2017).
accommodation to diversity. The way in which regular The evidence underpinning inclusive education in
schools respond to students with disability can be a African countries is weak and fragmented (Howgego et
measure of quality education for all students (UNESCO, al., 2014). Inaccessible environments, lack of reasonable
2015). Weber and Ruch (2012) maintain that a good accommodation, negative attitudes, discriminatory
school is good to all students and labours for the success application and admission procedures and lack of
of all learners. This calls for a need to modify school disability policies and choices disadvantage students with
strategies and the environment to meet learners‟ diversity disabilities in Africa (Chataika et al., 2012). Despite the
(Agarwal and Chakravarti, 2014). fact that Nigeria enacted inclusive education policy in
The notion of inclusion dates back to the 20th century, 2008, it experiences socio-economic barriers, inadequate
with many countries struggling to accept and advance the funding, lack of infrastructural facilities and a lack of
education for students with disabilities. The movement teacher preparedness on inclusive practices, which is
towards inclusive education for learners with special compounded by administrative problems within schools.
learning needs began in the 1960s. The United Nations Many schools have decrepit structures with no libraries,
has made influential declarations regarding inclusive laboratories and other support facilities (Ibok, 2015;
education, such as the Convention against Discrimination Igbokwe et al., 2014). Similarly, inclusive education in
in Education (1960) that mandated persons with disability Ugandan experiences major hitches which include
to access education without discrimination. The declaration negative cultural attitudes towards disability, shortage of
on the Rights of Disabled Persons (1975) guaranteed the resources, poor funding and inadequate teacher training
respect and dignity of the persons living with disability in inclusive practices and lack of mobility devices, which
and the Convention on the Rights of the Child (1989) discourage resource allocation to learning institutions
endorsed the right of every child. Similarly, the World (Abimanyi and Mannan, 2014).
Conference of 1990 (Jomtien Declaration) in Thailand, Kenya is among the African countries that has made
set goals of Education for All (EFA), which was reaffirmed remarkable advances in the pursuit for inclusive
in the Dakar Framework of 2000 in Senegal. education (Nungu, 2010, Republic of Kenya, 2008, 2009,
Consequently, the Salamanca Statement and Framework 2010). The government has embraced and supported the
of Action on learners with disabilities in Spain (UNESCO, practice of inclusive education by domesticating various
1994) approved the norms of inclusive education and international agreements in its laws (Njoka et al., 2012).
gave a key motivation for inclusion. The Salamanca The policy framework (Republic of Kenya, 2005, 2009,
Statement is possibly the most momentous international 2012) recommended that all secondary schools adopt,
manuscript in the field of special education (Budlender, design and implement programs that carry out inclusive
2015). The major recommendation of Salamanca Statement education. In spite of inclusive education policy, disability
was that every child with special learning needs is entitled remains a major course of exclusion in schools. The
to access learning in a regular institution. The governments study analysed the impact of school strategies in
were required to give priority on their policy, legal and overcoming physical barriers that hinder the
budgetary provision to restructure the education system implementation of inclusive education in public secondary
to cater for learner diversity (UNESCO, 2015). schools in Kenya.
Subsequently, there has been considerable efforts by
many nations to work on their educational policies and
practices towards inclusive education, although questions General objective
arise on its efficacy and efficiency (Kalyanpur, 2014;
Mukhopadhyay, 2015). Although several countries‟ To examine the effectiveness practices of policy towards
legislations and policies appear to be committed to the implementation of inclusive education policy in
inclusive education, practices in schools may not meet Tharaka-Nithi County Kenya
this rhetoric (Ashwini et al., 2015). In USA, for example,
one of the painful policy demands to challenge American
education was the placement and aiding the learners with Research objective
disabilities in the best inclusive setting, as stipulated by
the Individuals with Disabilities Education Act (IDEA) of To determine the influence of school strategies in
30 Int. J. Educ. Admin. Pol. Stud.

overcoming physical barriers that hamper the interests are affected by the policy (Tesfaye et al., 2013;
implementation of inclusive education in public secondary Puhan et al., 2014).
schools. Policy content is one of the crucial pillars on which
school strategies on inclusive education policy are
founded. The content of policy is generally viewed as a
Null hypotheses of the study fundamental factor in creating the parameters and
guidelines for implementation, although it does not
There is no significant relationship between school determine the exact sequence of implementation (Fullan,
strategies and overcoming physical barriers that hinder 2015; Bell and Stevenson, 2015). The policy content
the implementation of inclusive education includes: what it sets out to be done; how it
communicates about the problem to be solved and how it
aims to resolve the problem. Commitment of policy
LITERATURE REVIEW implementers is usually assumed to be the most
significant factor in policy objectives achievement
Inclusive education policy guidelines on school process. Commitment is biased and very hard to
strategies measure, (Gallup, 2017). However, there are pointers
that show the level of commitment of a school to a
Inclusive policy guidelines on school strategies to particular mission. One pointer is accomplishing
overcome physical barriers are critical towards the responsibilities and assurances, especially when the
successful implementation of inclusive education as the school knows what its roles are towards policy
approaches address the needs of every learner. Policy implementation. Practices of policy may be noble, but if
guidelines on inclusion enable schools to restructure their the implementers are reluctant to come up with effective
strategies that enable every learner to access course strategies to carry it out, implementation will not occur
content, fully participate in learning activities and (Mason, 2016; Pont, 2017)
demonstrate their strength at assessment (Republic of Formation of policy consumers and partners, among
Kenya, 2019). Inclusive guidelines focus not only on those affected by the practice of policy is one of the most
education quality for all learners but also demands that central components during the implementation process.
the learning environment should be restructured to The success or failure of practices of policy, in this case,
accommodate diversity. Simply dumping learners with school strategies, depends on the support the policy
disabilities in regular schools without addressing issues produces among those who are affected (Hopfenbeck et
of instructional, human and structural support towards al., 2015). Policy implementation researches have
educational diversity, condemns inclusion to failure revealed that the understanding of any public policy rests
(Hughes, 2015). Schools that nurture diversity, adopt on the capability to implement it (Hess, 2013). It is mostly
strategies that not only develop equal opportunities for known that many development efforts are unsuccessful in
learners to participate in the school curriculum but also many countries because they lack organizational ability to
need the development of financial support systems that implement and sustain the practices of policy. Capacity is
provide resources essential for learners with special normally defined as the ability to accomplish policy
education needs. functions, solve problems, set and realize policy
objectives (Hopfenbeck et al., 2015; Bell and Stevenson,
2015). The general organization‟s ability, as the structural,
Variables influencing school strategies functional and cultural capacity is to implement the policy
objectives (Burns et al., 2016). An institutional (school)
Inclusive education strategies can only be recognized capacity to modify its strategies and systems to enhance
when all relevant variables that regulate the accessibility for all learners is crucial to the
implementation process are in control. This is because implementation on inclusive education policy. These
policy implementation is concerned with working within strategies include: authorization, financial investment,
the school systems through which policy goals are put building an enabling environment, ethos, and the way the
into practice. Some of the problems associated with individuals and institution intermingle in the public sector
practices of inclusive education policy that are evident and within community as a whole (Bell and Stevenson,
during implementation are as a result of errors made from 2015). The school is a key player to the implementation
the other stages (Gallup, 2017). According to Mulugeta of practices of inclusive education policy
(2015), five variables influence school strategies towards
policy implementation namely; the policy content and the
context through which the policy must be implemented. School capacity to develop effective school
The commitment of implementers towards the policy, the strategies
capacity of the implementers to implement the policy and
the support of policy consumers and partners whose The central role of the school managers is to create
 Ireri et al. 31

inclusive schools that are both excellent and equitable for and school uniform. Fees and other school levies pose a
all students. Inclusive schools develop and adopt a particular obstacle especially for those living in poverty,
variety of strategies. These strategies include: (a) coming which is experienced in disproportionately high rates by
up with a collective inclusive vision and mission, (b) students with disabilities and their families (Cheshire,
independent inclusive implementation strategies, (c) 2018).
utilization of staff to ensure effective inclusive service Other barriers that hinder the implementation of
delivery, (d) developing collaborative agendas and teams, inclusive education include inadequacies in policy and
(e) providing continuous professional development legal support, resources and facilities, specialized staff,
opportunities to staff, (f) regularly monitoring and pedagogical techniques, flexible curricula, supportive
evaluation of service delivery, and (g) deliberately leadership, and cultural attitudes. It is imperative that
creating a positive school environment (Causton and schools put more energy on useful inclusive education
Theoharis, 2014; McLeskey and Waldron, 2015). Like practices and strategies that value students‟ welfare,
many reforms, inclusive education involves reforming the dignity, self-sufficiency and contribution to the society.
cultures, practices and strategies within the schools so Hence, learners with disabilities fully access and
that they respond to the learners‟ diversity, (Cheung, participate in the learning alongside their non-disabled
2012; Bell and Stevenson, 2015). A key question that colleagues (Cobley, 2018; Florian et al., 2017; Hehir et
arises is; what indication is there that regular schools can al., 2016; UNESCO-IBE, 2016). The physical
perform in approaches that respond to learners‟ environmental barriers of the playgrounds can contribute
differences and to nurture participation in their ethos, to segregation of learners with physical disabilities.
curriculum and school communities? Despite the Discrimination from playgrounds occurs through different
enactment and domestication of international laws on mechanisms, most of which are neither deliberate nor
inclusive education, there is still a big gap between policy acknowledged as exclusionary. Marginalization occurs
frameworks and inclusive practices on the ground through the operationalization of policies, or the types of
(UNICEF, 2019). Schools need to put in place systems material and surfaces that are used. In research
related to inclusive strategies in order to respond interviews, learners with disabilities have termed school
effectively to learners‟ education needs and that to playgrounds as places where they experience
minimize barriers that hinder the implementation of tremendous segregation. Other barriers associated with
inclusive education. Adjusting the school systems refers physical activities include lack of trained teachers to
to altering the general school atmosphere to inspire assist students with physical activities and damaging
barrier-free learning environment (Fullan, 2015). actions such as bullying from non-disabled learners.
Addressing these barriers means focusing on the social
experiences on physical activities, hence,
School practices that hinder the implementation of misunderstandings of disability, lack of knowledge about
inclusive education the benefits of enhanced physical activities (Kumari and
Raj, 2016), concerns about safety, and lack of funding
Acceptance of the notion that learners can be excluded are barriers that need to be addressed.
from mainstream education because they are labelled as
disabled amounts to institutional discrimination. Students
with disabilities cannot attend school if buildings are Inclusive education as a guiding principle for school
physically inaccessible. To ensure equity for learners with transformation
disabilities to an education, accessibility must be
addressed broadly, in relation to entry and exit pathways Embracing inclusive education as a guiding principle
to key resource rooms, appropriate seating arrangement, naturally requires transformation of education systems,
modified furniture and facilities, and transportation to the and this change process is consistently challenged with
educational facility (Banham, 2018). Negative attitudes several encounters. To understand change within the
and damaging beliefs create a significant barrier to the school, it is important to discern what change looks like
education for learners with disabilities. These learners from different points of view (Sarton and Smith, 2018).
may face violence, abuse or social isolation from their Reforming school systems to become inclusive is not
non-disabled colleagues (WHO, 2011). The negative only about putting in place developed inclusive policy
attitudes towards learner differences that result in guidelines that meet the needs of learners, but also about
discrimination and prejudice in the school and the society transforming the schools‟ strategies, believes and values
manifest itself as a critical barrier to the learning process. (UNESCO, 2014). It is important to note that the
However, such obstacles can be overcome through transformation process towards inclusion involves
inclusive school strategies that nurture access and overcoming some obstacles such as; a) existing non-
participation for all learners regardless of their disabilities. inclusive ethos, beliefs and tenets (Elder et al., 2016), b)
Economically, learners with disabilities may be required lack of understanding of inclusive policy, c) lack of
to pay schools fees, examination fees, purchase books inclusive education skills among teachers, d) limited
32 Int. J. Educ. Admin. Pol. Stud.

physical, human and financial resources and e) unsuitable can all be modified to respond to learner diversity and for
school organization. Well-intentioned transforming accessibility to equal opportunities of people with
process develops confidence, applicability and the disabilities (Ahmad, 2015). The school contextual
yearning to get better results. Accountability and components include physical, social, cultural and
improvement can be meritoriously intertwined, but it institutional context. These components within
requires great expertise. There are several crucial mainstreamed schools have been designed to cater for
strategies that contribute to successful transformation the education of non-disabled learners. The buildings,
process towards inclusion in a learning institution. This highly structured curriculum, teachers and environmental
include; a) clarity of purpose, b) having realistic goals on background, were structured and prepared to handle
inclusive education, c) motivating the key player and learners with no disabilities. The school beliefs, rituals
partners, d) support to the implementers, e) provision of and values that give the school its identity were socially
necessary resources, f) monitoring and evaluation of the constructed. These values and beliefs are highly upheld
entire process of transformation (Schuelka, 2018; and easily influence the school activities and perceptions
Timmons and Thompson, 2017; Carrington et al., 2017; which influence the behaviour of its members towards
UNICEF, 2015; Subban and Mahlo, 2017) learners with disabilities (Cook and Polgar, 2014;
One of the fundamental ways of determining the impact Hendricks, 2016).
of school strategies that aid in overcoming physical
barriers towards the implementation of inclusive
education is through quantifiable tools that measure the Application of social theory of disability in the study
access and participation of learners with special education
needs. It is a straight forward method of counting the The concepts of structures, systems, and practices that
number of learners previously and currently enrolled in are dominant in the social theory of disability are relevant
schools. However, measuring the success of inclusive to this research. Among the practices of inclusive policy
education strategy in a school should go beyond merely are school strategies and systems, whose alterations are
counting students to evaluate access, but should include crucial for accessibility and participation of learners with
measures of educational quality, learning outcomes, disabilities. From the social model of disability, a school
completion rates and students‟ personal encounters that implements inclusive education policy ensures that
(UNESCO, 2017; Carrington et al., 2017; EASNIE, 2017; strategies and systems are modified to provide a barrier
Sailor, 2015; Shogren et al., 2015). A well-known free environment for learners with disabilities. Devoid of
measurement tools such as the Index for Inclusion (Booth effective school strategies and systems create physical
and Ainscow, 2011) provides an approach to developing and attitudinal obstacles that are not only barriers to the
schools and educational institutions based on three- learning process but also become disabling to learners
dimension process namely; a) school culture that build with disabilities. Schools are called to remove these
relationships deeply rooted in establishing shared barriers and to ensure that its systems and strategies are
inclusive values and beliefs, b) policies that enable the supportive and build communities that value, celebrate
school to plan for change for the purpose of increasing and respond to learner diversity. This is reinforced by
participation for all and c) practices that deal with what is respectful relationships between learners and school
learnt and taught and that promote positive interactions. community members. To celebrate this diversity, the
Loreman et al. (2014) suggest that evaluating effective school is supported by collaborative relationships with
school strategies to successful inclusive education can parents and other key stakeholders through continuous
be identified through Inputs, Processes, and Outcomes. communication, learning partnerships, participation and a
Arguably the most significant strategy is the consultative decision-making. Hence, the school provides
transformation of school systems, making it possible for high quality education to all learners, view differences as
inclusive education to take place structurally and a resource and responds constructively to learner
culturally. This increases access, presence, participation diversity. And more importantly, such a school ensures
and success for all students in education (Booth and that inclusive education strategies are embedded in the
Ainscow, 2016). Hence, the schools identify and eliminate school vision, mission and initiatives.
both structural and cultural barriers that hinder the The ultimate outcome is improved accessibility and
implementation of inclusive education. participation for all learners to thrive intellectually and
socially. Intellectually, it makes learners have a positive
attitude towards learning and improve their academic
Theoretical framework potentials, resulting in increased educational success in
acquiring personal educational goals. This closes the
Social model of disability recognizes that all learners performance gap that already exists between the non-
have diverse needs and at the same time have equal disabled learners and learners living with disabilities.
rights to access and participate in all circles of the society Similarly, more students with special education needs
including the education system. The model recognizes get enrolled in mainstream schools hence, closing the
that social perceptions, attitudes, institutions and policies enrolment gaps. Socially, students feel accepted and
 Ireri et al. 33

Table 1. Teachers, Learners with disabilities and Non-Disabled Students‟ (NDS) sample size.

No. of Girls with Boys with Classes with Focus No. of

Schools
LWD disabilities disabilities LWD groups Teachers
School - A 4 0 4 Forms 1 and 4 2 10
School - B 2 0 2 Forms 1 1 6
School - C 3 3 0 Form 1 1 8
School - D 2 0 2 Form 4 1 6
12 Schools 0 0 0 None None 70
Total - 16 11 3 Girls 10 Boys 5 Classes 50 NDS 100
Note: The 12 schools had no students admitted currently but had previously admitted learners with disabilities and therefore
participated in the study; LWD= learners with disabilities; NDS= Non-Disabled Students.

connected to others, with improved academic standards. comprised all extra-county and county secondary schools who
To celebrate this diversity, the school is supported by have/had enrolled learners with disabilities (LWD), non-disabled
learners, studying in the same classes with LWD and class teachers
collaborative relationships with parents and other key teaching learners living with disabilities. Aggregated data for
stakeholders to provide an enabling learning environment learners living with disabilities currently or previously admitted in
for all learners to prosper. Hence, the school provides public secondary schools was lacking at the Tharaka-Nithi County,
high quality education to all, view differences as a hence the researcher made call to 56 school principals of all the
resource and responds constructively to the special extra-county and county schools in Tharaka-Nithi County to find out
needs of all learners. And more importantly, such a whether there were LWD admitted in their schools. Sixteen (16)
schools out of 56 schools had enrolled learners with physical
school ensures that practices of inclusive education challenges. The researcher targeted extra-county and county
policy are embedded in their mission, objectives and schools because they are well-resourced financially, physically and
initiatives in human resources. Hence, the researcher felt that such schools
were capable of implementing inclusive education without
challenges. All the learners with disabilities in sampled schools
METHODOLOGY were purposively included for the interviews. Non-disabled learners
studying in the same classes were randomly selected to participate
in the focus group discussions. The researcher used the
Research design
proportionate sampling techniques to get the required sample size
of teachers as indicated in Table 1.
The study employed mixed methods research designs, in order to
provide an in-depth and complete perspective on the impact of
school strategies in overcoming physical barriers that hinders the Data collection procedure
implementation of inclusive education in secondary schools in
Kenya (Creswell and Clark, 2011). The benefit of employing mixed Before the administration of the research instruments, the
methods research design is that the researcher combines the researcher obtained ethical approval from the Ethical Review
fundamentals of qualitative and quantitative methods by drawing Committee (Pwani University) and a research permit from the
from the strengths of each technique. A mixed-methods approach National Council of Science, Technology and Innovation (NACOSTI)
allowed the researcher to gain a broader perspective and deeper because the study involved interviewing the learners with physical
understanding of the impact of school strategies in overcoming disabilities. The researcher made courtesy calls to the Education
physical barriers that hinder the implementation of inclusive Officers for clearance to conduct research in the respective areas.
education in schools. Within a mixed method research design, the The researcher then visited the 16 selected extra-county and
study precisely utilized the convergent parallel method, which county secondary schools. She then wrote letters to the principals
involved collection and analyses of both quantitative and qualitative explaining the details of the research to be conducted.
data separately in the same time-frame, analyzes the two The research instrument for data collection in this study was one
components independently, and the two data sets of results are questionnaire for all the teachers. The questionnaire for teachers
merged for an overall interpretation. The purpose of the convergent was developed to provide the quantitative data. The questionnaire
parallel method was to develop a more understanding of inclusive had both closed ended and open-ended items. Closed ended items
education by comparing and contrasting various results from the facilitated straightforward scoring of data and data analysis. Open-
same sources. Concurrent timing gives the priority to quantitative ended items gave the teachers an opportunity to give their opinion
and qualitative methods equally, (Creswell and Clark, 2011). The and provide in-depth information. The interview for learners with
study analyzed the impact of school strategies in overcoming disabilities was meant to give them chances to express their
physical barriers that hinder the implementation of inclusive experiences in the school and focus group discussions for non-
education in schools with physical disabilities. disabled learners studying in the same classes with LWD. The
researcher conducted the interviews with the learners with physical
challenges, which was done on one- on-one basis. A total of 11
Target population and sample size learners with physical challenges were interviewed. The duration of
the interviews took 10-15 min. The researcher also conducted 5
Target population for this study comprised 156 principals, all focus group discussions each with the 10 non-disabled learners,
teachers and secondary school students. The sample size which lasted 20-35 min. The focus group discussions were audio-
34 Int. J. Educ. Admin. Pol. Stud.

Table 2. Teachers report on learners with physical challenges currently

enrolled in their Schools.

Number of physically challenged

Frequency Percentage
learners in schools
4 students 10 10
2 students 06 06
3 students 08 08
2 students 06 06
None 70 70
Total 100 100

Table 3. Teachers report on learners with physical challenges previously enrolled in their schools.

No. of PC enrolled in the past in the

Frequency Percentage
schools
1-5 59 59.0
6-10 7 7.0
10+ 4 4.0
None 30 30.0
Total 100 100.0

taped so that the researchers could listen carefully to the responses On the other hand, 11 out of 13 learners with physical
later after the interview. Moreover, using a tape recorder was challenges were interviewed, which was an 84.6%
considered important so the researcher could concentrate on what
the respondents were saying rather than writing notes.
response rate. Similarly, 5 focus group discussions, each
with 10 non-disabled students participated in the study.
The return rate of 75% and above was considered
Data analysis sufficient to provide information about a given population.
Best and Kahn (2006) suggest that a 50% response rate
Quantitative analysis was based of numerical measurements of a
specific aspect of the population. In the data analysis process, the is adequate, while 60 and 70% are good and very good
raw data gathered from the questionnaire was keyed into SPSS respectively. The researcher made follow up telephone
version 20 in order to make inferences about the population using calls with the school principals to establish whether the
the information provided by the sample. Descriptive statistics tables, questionnaire was ready for collection. Best and Kahn
bar graphs and pie charts were used to analyze quantitative data by (2006) support the use of vigorous follow-up measures to
use of frequencies and percentages. Hypothesis testing was carried
out via the Analysis of Variance (ANOVA) and t-tests. A linear
increase the questionnaire return rate.
regression analysis model revealed that school strategies as
independent variable predicted the implementation of inclusive
education in secondary schools as dependent variable. Physically challenged learners enrolled schools
Qualitative analyses involve obtaining detailed information about
phenomenon being studied and establishing patterns and trends The study sought to establish the number of physically
from the information collected (Creswell, 2014; Viswambharan and
Priya, 2016). The researcher transcribed all interviews and
challenged students that had been registered in
organized them into meaningful categories and grouped them into secondary schools in Tharaka-Nithi County. The
related codes. The coded information was organized into themes information is represented in Tables 2 and 3. Majority of
and presented in a narrative form. The data facilitated in making the teachers (70%) indicated that they had no learners
conclusion and recommendations, including recommendations for with physical disabilities currently admitted in their
further research.
schools, while 10 teachers reported that they had 4 such
students in their school. Similarly, 6 teachers revealed
RESULTS that their school currently had only 2 students living with
physical disabilities, while 8 teachers indicated their
Instrument return rate school had 3 such learners. Finally, 6 teachers indicated
that their school had only 2 learners with disabilities. This
A total of 100 out of 120 teachers, constituting 83.3% report implies that there are very few learners with
response rate, completed and returned the questionnaire. physical disabilities that are currently enrolled in public
 Ireri et al. 35

Table 4. Teachers‟ views on the adequacy of school strategies in overcoming physical barriers that hinder inclusion of
learners with physical disabilities.

Adequately Not done at

done % all%
Regular monitoring and evaluation of physical resources to enhance safety of
14.0 86.0
learners with physical disabilities
Frequency in updating the school playground/landscape for easy accessibility 22.0 78.0
Establishing safe accessible school buildings (Doors, stairs/ramps, sanitation/wash
20.0 80.0
areas, corridors/verandas)
Modified furniture in key resource rooms for safe usage by learners with disabilities
28.0 72.0
(computer & science laboratories, libraries)
Adapted from: The National Special Needs Education Policy Framework, (2009), Republic of Kenya. Art 23.

secondary schools in Kenya. In these four schools, the shared the following:
researcher conducted the interviews for learners with
disabilities and focus group discussions for non-disabled “I was climbing down from the school library located in
students. From Table 4, 59 teachers revealed 10 schools the second floor when I slipped off a steep staircase. I
had previously admitted between 1 and 5 learners with lost balance and fell dangerously. My prosthesis which is
physical challenges while 7 teachers indicated that their connected at the knee got dislodged. As I tried to stand
school had previously admitted 6 -10 students with up with the help of handrails I felt some sharp pain near
physical challenges. Only 4 teachers indicated that their the ankle of the other leg. The other students carried me
school had previously admitted more than 10 such to the school nurse. Upon examination, the normal leg
learners. A significant number of schools (30%) had had a small crack. I became frustrated and contemplated
never admitted learners with physical challenges discontinuing with the school. That marked the end of
previously. The information was crucial as it enabled the attending library classes until I completed the school”.
researcher to identify 12 schools (70%) where data was
collected through questionnaire for teachers only as the
schools lacked learners with disabilities. Interviewee 2: Form 1 students with a leg with
The analysis presented in Table 1 shows that majority disability
of teachers (86%) felt that in most schools, regular
„I was in form one and very new in the school. I was
monitoring and evaluation of physical resources to
allocated some simple manual work to collect rubbish
enhance the safety for learners with physical disabilities
around the school compound. One day, I stepped on a
was not done at all, while 14% felt that it was adequately
hole with my crippled leg. There was over-grown grass
done. Further, 78% of teachers felt that schools were not
which covered the hole. The other students had to lift me
frequently updating their playgrounds/compounds to
up to free myself from the hole. I never got hurt but I was
accommodate learners with disabilities, while 22% of
scared of stepping on a snake. From that day the teacher
teachers indicated that schools were adequately doing it.
instructed that I should not be given any manual work‟
Among the sampled teachers, 80% indicated that most
schools‟ buildings were not safely accessible to learners
with disabilities while 20% felt that the buildings were Interviewee 3: Form one student with one short leg
adequately safe for accessibility by all learners. Finally,
72% of teachers felt that schools lacked modified “I had just reported in form one. I went for a short call in
furniture in key resource rooms for safe usage by toilet which was not clean and the floor was wet. Hardly
learners with physical disabilities while 28% indicated that had I closed the door than I slipped off and I fell on that
schools had adequately modified their furniture in key filth. My pair of trousers became dirty and smelly. I never
resource rooms. got physically hurt but I was very annoyed and
devastated. The toilets were connected to the bathrooms.
Someone had left some small pieces of soap. I picked
Interviews for learners with disabilities them, got into the bathroom washed my trousers and
worn them wet. I got my other trousers and went to class
Excerpt 1: Interviews but very frustrated”
Researcher: What physical barriers have you
encountered since you came in this school? Interviewee 4: Form four students with speech difficulty

Interviewee 1: A form four student with prosthesis leg “I don‟t know why I speak like a small girl. At first I was a
36 Int. J. Educ. Admin. Pol. Stud.

very frustrated boy especially when I was in form one and learners with disabilities. The playground is quite unsafe
two but I have learnt to live with it and to accept myself. for all learners to play because it has many big pot holes
The other boys call me a homosexual and they think I and quite bumpy. This is unsafe for all learners but
change the voice to attract them. I am not a homosexual dangerous for learners with disabilities. The school
and I don‟t feel attracted to boys. It really hurts to be should invest in making the playground leveled for the
called so. When I was in form one I almost dropped out of safety of all students
school. Guidance and counselling teachers really helped
me. I have gone to different hospitals but nothing has
been done to alleviate my problem. Other students mimic How safe are school buildings for learners with
me. I don‟t speak in the presence of girls and when they physical disabilities? (Doors, stairs, sanitations,
speak to me I give a gesture to show that I have lost my corridors/verandas)
voice. This is very frustrating‟.
G2: Most of the school buildings are not easily and safely
accessible for learners with physical disabilities. The key
Interviewee 5: Form 1 with a short physique resource rooms such as school library, computer room,
some classrooms and some dormitories are located on
“My short structure made it difficult for me to get anything the upstairs are accessed through steep staircases which
that could fit me. Before they made the right sized chair are quite dangerous to learners with physical disabilities
and desk things were very bad. The chairs were too high and the elderly teachers. We have had several major
such that my legs were hanging the whole day in class accidents for both non-disabled students and learners
and swelling. The school uniform was too big for me. It with disabilities. The joining corridors and verandas are
took one month for the school to provide all the narrow and slippery. Our school has no modified toilets
necessary things I needed. Today I am comfortable and and sanitations. Students with disabilities use the same
happy”. toilets with non-disabled learners.
Some of the traumatizing real experiences made the G4: All the school buildings are accessible because our
students with disabilities very vulnerable. One focus school has no upstairs. Students are able to access all
group shared on how some students dropped out of school buildings without problems. During rainfall
school and others were withdrawn by their parents who students with physical disabilities experience some
felt that the school was not prepared to cater for the difficulties because of the muddy pathways. The school
needs of their children. Feeling of powerlessness may does not have even one modified toilet/latrine and
come into play when other non-disabled students feel bathrooms. The student with disability uses the same
that there is nothing they can do to change the situation wash rooms with other students who are a bit careless
of their vulnerable colleagues. In fact, Cologon (2019) especially the toilets.
argue that it is indeed easier to formulate policies on
inclusive education than to practice them. Caring and G3: In all the school buildings the doors and corridors are
supportive environments are key components of an very narrow. A student on crutches in our school finds it
inclusive school. hard to maneuver through them. The school has only one
modified toilet but no modified bathrooms.
Focus group discussion for non-disabled learners G1: The school lacks modified bathrooms and latrines for
learners with physical disabilities. It is very difficult for
What is the current state of your school playground/ them to use pit latrines used by all non-disabled students
landscape for usage by learners with physical who are careless when using them
disabilities? (Topography, terrain, general safety)

G5: Topologically, the school is quite hilly. Students climb How safe are the furniture found in key resource
several small hills from classrooms to science rooms for students with disabilities? Cite examples
laboratories, to the dining hall and even to the staffroom.
The hilly terrains are not only dangerous to learners with G5: The school totally lacks modified furniture in all the
disabilities but also to the non-disabled students. Often key resource rooms. The worse hit is the science
you meet several non-disabled students with crutches laboratories where the stools are dangerously high for
because they fall and get fractured limbs. Leveling the any learner with disabilities. The experimenting tables are
landscape is a necessity in our school. The school also quite high.
playground is in a bad shape and no learner with physical
challenges can play on the ground. G2: Classroom desks are quite strong and comfortable
for learners with disabilities. Classes are congested and
G3: The school landscape is quite flat and quite safe for lack pathways for passage. Hence it is very hard for
 Ireri et al. 37

Poor attitude towards inclusive

education 41

Scarcity of personnel
35
Lack of regular monitoring and
evaluation of physical resources 44

Lack of awareness on inclusive policy

38

Shortage of modified physical resources

23

Insufficient fund
42
0 10 20 30 40 50

Figure 1. Challenges affecting school strategies in overcoming physical barriers.

students with disabilities to maneuver their way out of the to poor policy implementation and the prevailing
classroom. In case of an accident it will be disastrous. challenges that become a hindrance to inclusive
Science laboratories lack modified seats and table for education. Thus, lack of proper strategies on how to
learners living with physical disabilities. minimize or eradicate the aforementioned challenges,
negatively affect the success of inclusive education
G4: The furniture in our school is quite weak and keeps
on breaking. They are not good for any usage of any
learners, worse for those with physical disabilities. The Suggestions for overcoming challenges facing school
school needs to invest in modified furniture especially for strategies
learners with disabilities.
Teachers stated the following ways of overcoming
challenges facing school strategies in order to overcome
Challenges facing school strategies in overcoming physical barriers hindering the implementation of
physical barriers inclusive education as illustrated in Figure 2. Figure 2
reveals that, 45 teachers cited employment of teachers
Teacher identified several challenges to school strategies with special education skills as a strategy to overcoming
in overcoming physical barriers. The results are physical barriers that hinder the implementation of
presented in Figure 1. In Figure 1, 44 teachers identified inclusive education. A significant 54 participants cited
lack of regular monitoring and evaluation of physical regular monitoring and evaluation of physical resources
resources as a major challenge affecting school strategies to meet the needs of learners with physical disabilities as
towards inclusive education. Further, 42 teachers a key strategy to inclusion. According to 42 teachers,
identified insufficient funds to restructure the schools. modifying of school resource and facilities was identified
Lack of awareness on inclusive education policy and as an inclusive strategy in schools. Further, mobilization
shortage of modified physical resources to enhance of funds was cited by 34 respondents, while sensitization
safety for learners with disabilities was cited by 38 and 23 of key stakeholders on inclusive education policy and
respectively. The other challenges identified by teachers fitting of new school buildings with ramps respectively
included; scarcity of personnel, 35 teachers and poor was identified by 50 and 45 of the participants. In this
attitudes towards the implementation of inclusive regard, the above-mention strategies imply that the
education 41 teachers. Many countries in the developing schools need to make crucial changes to provide
countries have not been able to effectively implement opportunities and supports for learners with special
inclusive education policy framework. This is mainly due education needs. The willingness to accept and to take
38 Int. J. Educ. Admin. Pol. Stud.

Employing special education teachers

45
Regular monitoring and evaluation on
physical resources 54

Modifying school resource and facilities

42

Mobilization of Funds
34

Sensitization on inclusive policy

50

Fitting new buildings with ramps

45

0 10 20 30 40 50 60

Figure 2. Suggestions for overcoming challenges facing school strategies.

Table 5. Model Summary for the influence of school strategies in overcoming physical barriers that hinder implementation of
inclusive education.

R R Square Adjusted R Square Std. Error of the Estimate P-values

School Strategies 0.223 0.050 0.040 3.61869 0.026

an active role in the lives of learners with disabilities, indicating there are also some more factors that influence
largely depend on a profound change of school culture, inclusive education apart from school strategies.
beliefs, and practices that adversely affect inclusive Table 6 shows the results from regression analysis
education. where school strategies were the independent variable
while overcoming physical barriers that hinder the
implementation of inclusive education was the dependent
Testing the null hypothesis variable. The unstandardized beta coefficient shows the
increment in overcoming physical barriers that hinder the
The study employed Linear Regression Model to measure implementation of inclusive education with respect to the
the linear relationship between overcoming physical marginal increment in school strategies.
barriers that hinder the implementation of inclusive
education as the dependent variable and school
strategies as independent variables. Moderation of administrative support on the
The results in Table 5 show a moderate positive relationship between school strategies and
correlation on the effectiveness of school strategies in implementation of inclusive education
overcoming physical barriers. The regression model also
shows that there was a significant linear relationship Table 7 shows high positive correlation between school
between school strategies and overcoming physical strategies and implementation of inclusive education with
barriers (p-value = 0.026, < 0.05). The coefficient of a correlation of 62.4 percent. The coefficient of
determination (R Square) shows that only 5% percent determination (R Square) shows that 39 percent
variation in overcoming physical barriers was accounted variations in the implementation of inclusive education is
for by school strategies. The model has a poor fit due to variations in the Administrative support* School
 Ireri et al. 39

Table 6. Regression Coefficients for the Influence of School Strategies and Overcoming Physical Barriers that Hinder the
Implementation of Inclusive Education.

Unstandardized Standardized
95.0% Confidence Interval for B
Model Coefficients Coefficients t p-value
B Std. Error Beta Lower Bound Upper Bound
(Constant) 16.586 1.697 9.775 0.000 13.219 19.954
School Strategies 0.506 0.223 0.223 2.264 0.026 0.063 0.949

Table 7. Model summary for moderation of administrative support on the relationship between school strategies and inclusive
education.

R R Square Adjusted R Square Std. Error of the Estimate P value

a
0.624 0.390 0.371 2.92963 0.000
a. Predictors: (Constant), Administrative support*School strategies, School strategies
b. Dependent Variable: Inclusive education

Table 8. Regression coefficients for moderation of administrative support on the relationship between school strategies and inclusive
education.

Unstandardized Standardized
95.0% Confidence Interval for B
Model Coefficients Coefficients t p-value
B Std. Error Beta Lower Bound Upper Bound
(Constant) 6.547 6.583 0.995 0.322 -6.520 19.614
School strategies 0.361 0.926 0.160 0.390 0.698 -1.477 2.199
Administrative support 1.856 0.779 0.933 2.385 0.019 0.311 3.402
Administrative support_x_Strategies -0.073 0.105 -0.468 -0.695 0.489 -0.281 0.135
Where; Administrative support _x_ School strategies - Administrative support* School strategies.

strategies and School strategies. The p-value was 0.000, DISCUSSION

less than 0.05 hence concluding that there was a
significant linear relationship between the predictors School strategies and overcoming physical barriers
(Administrative Support* School strategies and School
strategies) and the criterion variable (Inclusive education). It is disheartening that regular monitoring and evaluation
The result in Table 8 indicates that administrative of physical resources to enhance safety for all learners
support is an insignificant moderator in the relationship was not done at all in most schools according to the
between school strategies and implementation of inclusive study findings. Devoid of effective monitoring and
education. This can be observed because the interaction evaluation of physical resources hints that no tangible
variable administrative support* school strategies has a action plans were put in place in relation to physical
p-value of 0.489 that is more than 5 percent significance resource modification (UNESCO, 2009). As a result,
level. According to Mike (2017), a moderating variable physical barriers become limitations for learners with
can reinforce, weaken, contradict, or otherwise alter the physical disabilities in accessing educational facilities
relationship between independent and dependent with ease. The way schools articulate the strategies to
variables. Moderating variables can also change the overcome physical barriers enable learners with
direction of this relationship. In a research by Graham disabilities to access and participate fully in their learning
and Spandagou (2011) it is found that principals‟ process. Moreover, modified physical resources are
perceptions of inclusion are formed by their own needed for the success of students with disabilities in an
understandings of inclusion and the context of the school inclusive learning environment (Smith and Tyler, 2010;
they are in. This influences their attitudes towards the Florian and Linklater, 2010; Baldiris-Navarro et al., 2016).
decisions and strategies made in the implementation of In addition, the findings further established that updating
inclusive education. Certainly, this impacted negatively of schools‟ playgrounds and landscape for easy
their attitudes towards inclusive education. accessibility was poorly done as attested by learners with
40 Int. J. Educ. Admin. Pol. Stud.

disabilities. This implies that learners with physical teachers that can overcome challenges to school
disabilities are not able to get involved in any physical strategies. It was encouraging that teachers identified
activities. Playground activities can promote physical and regular monitoring and evaluation of physical resources
emotional fitness and social well-being, which nurtures to enhance their modification as a major solution to
self-esteem for learners with disabilities. More precisely, access and participation for learners with physical
playgrounds provide chances for the growth and upkeep disabilities. Sensitization of key stakeholders on inclusive
of fine motor skills, physical endurances, and social education policy is paramount to elicit support and
networking among such learners. Therefore, participating ownership of inclusive education project in the school.
wholly in physical activities has far reaching benefit that Teachers are key stakeholders in the implementation
extends beyond school life. With such positive returns, process; hence, employing teachers with inclusive
students who are excluded from physical activities are at education skills is vital for the achievement of inclusive
risk for negative social, learning and health consequences education objectives. With enough funds, schools are
(WHO, 2017; UNESCO, 2015). enabled to fit all the new school buildings with ramps and
In addition, in the study findings, establishing safe other modified facilities to promote the implementation of
accessible school buildings was not done. The implication inclusive education successfully
is that students with disabilities have continued to
experience physical barriers due to lack of safe wide
doors, ramps, unmodified sanitations and narrow Conclusion
connecting corridors. Learners with physical disabilities
were hurt when accessing key resource rooms. Other School strategies and the implementation of inclusive
students have contemplated dropping out of school education
and/or forcing their parents to withdraw them. Tugli et al.
(2013) affirm that physical environment constitutes a The study findings revealed that inclusive strategies were
great barrier to learning and makes learners living with not put in place to overcome physical barriers in most
disabilities vulnerable and unsafe. In confirmation, schools. Regular monitoring and evaluation of physical
UNICEF (2016) recommends that a learner-friendly resources to enhance safety for learners with disabilities
school should be frequently updating their learning was significantly lacking in most schools. In the absence
environment so that all learners are free from fear, of regular monitoring, most schools were unable to up-
nervousness, danger, disease, or injury. The Kenyan date their playgrounds/compounds, to provide safe
Constitution: Section 54(1) (c) mandate that individuals accessible buildings and modify furniture in key resource
with disabilities are entitled to access any facilities that rooms such computer and science laboratories,
are integrated into the society to get the services needed. classrooms and libraries. Therefore, the study concludes
Adjusting key areas with modified furniture and accessible that the school strategies were not anchored in
surroundings is paramount for learners with disabilities to overcoming physical barriers that hindered the
participate fully in the leaning process. implementation of inclusive education. For this reason,
learners with disabilities have to adjust to get the needed
education or drop out of school
Challenges affecting school strategies to overcome
physical barriers that hinder inclusion
Challenges affecting school strategies
The study established that most schools lacked regular Various challenges affecting school strategies that
monitoring and evaluation of physical resources to overcome physical barriers towards the implementation
enhance the safety for learners with disabilities. With of inclusive education were prominent. The findings
irregular monitoring and assessment of physical suggest a probable connection between the challenges
resources within the school led to unmodified physical and the weak practices of policy towards the
resources and these hindered learners with disabilities implementation of inclusive education in schools. The
from accessing key areas in the school. Poor attitudes conclusion drawn is that a weak policy framework
towards inclusive education policy by key stakeholders weakens the development of effective school strategies
and lack of finances led to poor strategies to overcome that positively influence the implementation of inclusive
physical barriers that hinder the implementation of education. Furthermore, the weak policy atmosphere
inclusive education. contributed to irregular physical resource inspection,
infrequency in updating school playground/landscape,
lack of establishing safe accessible school buildings and
Suggestions for overcoming challenges facing unmodified furniture in key resource rooms for safe
school strategies usage by learners with disabilities. Thus, the study
concluded that lack of effective school strategies was a
The study established several significant suggestions by major obstacle in overcoming physical barriers that hinder
 Ireri et al. 41

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