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The purpose of this study was to examine the perceptions of educators on policies and strategies supporting disability-inclusive education in public primary schools. The study was guided by three objectives namely; to examine categories of policies and strategies supporting disabilities-inclusive education in primary schools; and to examine perception of educators on the importance of policies and strategies supporting disability-inclusive education in primary schools. The other objective was to explore the perceptions of the educators on the effectiveness of implementing policies and strategies supporting disability-inclusive education in primary schools. The study employed an instrumental case study design. Twenty-three participants were involved in the study. Interview and document review were used as data collection tools. Data were then analysed thematically. It was found that there were major categories of policies and strategies supporting disability-inclusive education including Education and Training Policy (1995; 2014), National Policy on Disability, Nutrition Policy, Child Development Policy, National Strategy for Inclusive Education 2018-2021, National Strategy for Growth and Reduction of Poverty, Education Sector Development Plan, Tusome Pamoja Project and E-book. It was also found that educators had positive perception on policies and strategies supporting disability-inclusive education since it reduced discrimination and segregation, trainings were being provided as well as teaching and learning materials to inclusive schools. However, the inclusive education was revealed to be partially effective due to continued challenges that were facing the programme such as insufficient number of teachers, insufficient teaching and learning materials. It is hereby concluded that; educators much invest more effort to address the challenges facing the disability inclusive education so that children with disabilities receive quality education in inclusive settings. It is hereby recommended that more skilled and competent teachers for teaching inclusive education must be employed and the available teachers should get training to make them more competent. In addition, teaching and learning materials, school infrastructures and school environment in general, must support inclusive education |
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