. Linking Inclusive Education with Sustainable Development Goals and Transformation of Lives: A Case of Kakamega County Kenya.

Abstract

Education is one of the roadmap to ensure implementation of SDGs and the Kenyan Vision 2030. Goal 4 of SDGs ensures inclusive and equitable quality of education, and promote lifelong learning opportunities for all. In respect to the goal the education system in Kenya has undergone considerable changes since the introduction of Universal Free Primary Education in 2003 and free secondary education in 2008 as a way of implementing inclusive education. The Ministry of Education also has a special needs education policy that is intended to improve the quality and access to education for children with special needs. Despite this Kenyan government commitment to inclusive education in its quest to provide basic education to all school going age children, the access and retention rates of learners said to have special educational needs in schools is still very low compared to other African countries. It was due to this trend that the researcher was set to establish teachers’ attitude regarding inclusive education in public inclusive primary schools in Kakamega County. The research employed a descriptive survey research design using interview guides to get data from 22 class teachers in public inclusive primary schools. Findings indicated that many teachers lack a repertoire of learning and teaching strategies appropriate for addressing barriers to learning and providing individualized approaches in the classrooms. Some teachers were positive about teaching children said to have SEN but lacked the infrastructure of support and guidance and some expressed that the concept of inclusive education is not to be enabling. The study recommends all primary school teachers to have more training in the area of special education to help them develop strategies which are responsive to the identified learning difficulties of learners with disabilities.