Inclusion of learners with cerebral palsy in reading and writing : a case study of teachers in two primary schools practising inclusive education in Kenya

The term inclusion has been defined differently in many parts of the globe. In reference to Dakar Framework for Action all learners irrespective of their diverse needs should learn in the same environment. However the implementation has varied depending on the competence of the teachers who are the main implementers. The study examined the ways the teachers implement inclusive education for learners with cerebral palsy, based on their training in special needs education. A qualitative approach with case study design is used in the study, so as to examine the phenomenon under investigation in details. Two teachers were purposefully selected for the study. The data was collected through interview, observation, informal talks and field notes. The study was based on the theories that explore the role of social interaction and mediation in the child’s learning and development such as Vygotsky social constructivist theory (the proximal zone of a child’s development, 1978), Rogoff’s (1990) socio-cultural concept of apprenticeship, and Feurstein’s theory of Mediated learning (1979) in order to support the findings and make the study clear. According to the findings the teachers understood the concept of inclusive education and had a positive attitude towards learners with cerebral palsy. The findings also revealed teachers training in specific area of disability had an influence in the teacher’s understanding of the educational needs of learners. And that there is need for continued school based in-service training for teachers. The findings also revealed for equal participation there is need for adequate learning materials and encouragement of interaction among learners with and without cerebral palsy