Assessing the Disability-Inclusiveness of Teaching Approaches and Infrastructure in Nairobi County's Integrated Public Secondary Schools

This research evaluates the teaching methods, assessment systems, assistive tools, and infrastructural facilities in terms of their inclusiveness towards teaching disabled students in one of the purposely selected integrated public junior mixed secondary schools in Nairobi County, Kenya. The researcher focuses on how these aspects align with the principles of inclusive education, employing a qualitative instrumental case study research method. Semi-structured interviews, classroom observations and document analysis were used to collect data. Results indicate that, although the school has tried to ensure that students with physical disabilities are accommodated, issues of teacher preparedness, resource availability, and physical accessibility of the school environment are still challenging. At the end of the study, recommendations for enhancing disability inclusiveness in the CBC implementation are also provided.