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Inclusion of Learners with Disabilities in Early Years’ Education – A Case of Kiwanja Primary School, Nairobi City County, Kenya

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  • Dr. Nzoka Stephen Musila

    (Department: Early Childhood and Special Needs Education, Kenyatta University, Kenya.)

Abstract

Inclusion refers to the practice and policy of providing equal opportunities and resources for individuals with special needs. One of such opportunities is education. If education is necessary for “normal†children, it would be much more necessary for those children with disabilities. Early childhood extends from birth to six years. This period consists of the nursery (2-4 years) and Kindergarten or pre-school age (5-6 years). This is a crucial, formative, and developmental human stage, in which social inclusivity begins at home and must continue under caretakers and teachers in any Early Childhood Education Centre, be it public or private. The study purposed to investigate the Inclusion of Learners with Disabilities in Early Years’ Education in Kenya. Findings revealed that an instructional strategy which was an IEP was the most effective for learners with disabilities in Early Years Education while the assessment method that was mostly used for grading these learners was rubrics as required by CBC

Suggested Citation

  • Dr. Nzoka Stephen Musila, 2022. "Inclusion of Learners with Disabilities in Early Years’ Education – A Case of Kiwanja Primary School, Nairobi City County, Kenya," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 6(11), pages 484-489, November.
    • Handle: RePEc:bcp:journl:v:6:y:2022:i:11:p:484-489
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