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Policy Strategies for Effective Implementation of Inclusive Education in Kenya

This paper highlights the main policy gaps in disability mainstreaming and presents some school-based coping strategies. The methodology used is a brilliant mix of qualitative and quantitative strategies.
Multiple methods have become significant in social sciences as the most acceptable way to understand and represent human behavior. Quantitative measurements gives an accurate but impersonal description of a situation. Blending this with qualitative strategies gives a humane side to the situation by allowing researchers to access lived experiences. This paper does a good job mixing both methods.
While everyone may expect that policies are put in place, schools adopt these policies, and learners with disability find supportive environments when they come to schools, the authors reported that learners with disability have to either adjust themselves towards ability or drop out of school. These findings highlight the big need for research outputs to be  extended to inform policy as one way of ensuring that generate knowledge transforms.
The first author Sr. Dr. Bibiana Ireri recently earners a Ph.D. in Education from the University of Embu and teachers part-time in the School of Education and Social Sciences. The second author is an expert in inclusive and special needs education. The third and fourth authors are seasoned academicians in various fields.
Ireri, B. R., King'endo, M., Wangila, E., & Thuranira, S. (2020). Policy Strategies for Effective Implementation of Inclusive Education in Kenya. International Journal of Educational Administration and Policy Studies, 12(1), 28-42.

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