Inclusive Education Policy Elements’ Influences on The Implementation of Kenya’s Competency Based Education

Abstract

Despite Kenya's policy commitment to inclusive education under the Competency-Based Curriculum (CBC), significant challenges persist in accommodating learners with disabilities in mainstream educational settings. This study investigated how inclusive education policy elements influence CBC implementation in Kenya, with specific focus on policy frameworks, implementation challenges, and stakeholder experiences in promoting equity and inclusion for students with disabilities. Grounded in the Social Model of Disability, Ecological Model of Disability, and Universal Design for Learning theories, this study employed a convergent parallel mixed-methods research design with pragmatic philosophical underpinnings. The research was conducted in Kisumu and Homabay counties, which have among Kenya's highest disability prevalence rates at 4.0% and 4.3% respectively. Data were collected from 150 participants comprising educators, school administrators, policymakers, teachers, parents, and learners across 15 purposively selected public primary and secondary schools. Structured questionnaires and semi-structured interviews served as primary data collection instruments, with quantitative data analyzed using descriptive statistics and qualitative data subjected to thematic analysis. Findings revealed that while inclusive education policy frameworks exist in Kenya, their implementation faces substantial barriers including inadequate teacher training (68% of respondents cited insufficient professional development), limited infrastructure adaptations (only 30% of schools had accessibility modifications), insufficient learning resources for students with disabilities, and weak monitoring mechanisms. The study established that policies provided guidance on inclusive practices but remained inconsistently applied across schools, creating disparities in educational access and quality for learners with disabilities. Positive outcomes included enhanced stakeholder awareness of inclusive education principles and emerging collaborative practices between regular and special education teachers. The study concluded that bridging the policy-practice gap requires strengthened enforcement mechanisms, increased resource allocation, comprehensive teacher professional development, and community engagement initiatives. Key recommendations include developing context-specific implementation strategies, establishing robust monitoring systems, enhancing infrastructure accessibility, and creating sustainable financing mechanisms for inclusive education. The research contributes new knowledge on inclusive education policy implementation under CBC frameworks and provides evidence-based recommendations for promoting educational equity in Kenya's evolving educational landscape.