Abstract: Education is one of the roadmap to ensure implementation of Sustainable Development goals (SDGS) and the achievement of Kenyan Vision 2030. 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 (IE). Despite this Kenyan government commitment to IE, the access and retention rates of learners with special needs in schools is still very low. It was due to this trend that the researcher was set to establish teaching strategies used in public inclusive primary schools in Kakamega Count. To achieve this purpose a descriptive survey research designs was implemented. The data were collected from 899 respondents of 29 different schools using questionnaire, structured interview and observational check list. Quantitative data were analyzed descriptively. The finding of the study revealed that, the implementation of IE was still below 50% in Kakamega County. In conclusion, IE has not been fully implemented as per the ministry of education guidelines. It is recommended that the Government of Kenya should provide appropriate resources that can support IE policy in public primary schools. It is hoped that the study findings will add to the existing knowledge base in the area of IE practices in schools.
Keywords: Disabilities, development, Inclusive education, Transformation of livelihood.
Title: Inclusive Education for Sustainable Development and Transformation of Livelihood: A case of Kakamega County, Kenya
Author: Nanyama E. M.
International Journal of Social Science and Humanities Research
ISSN 2348-3156 (Print), ISSN 2348-3164 (online)
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