@article {192,
	title = {CHALLENGES FACING PROVISION OF INTEGRATED EDUCATION FOR THE DISABLED CHILD IN WEBUYE DIVISION, BUNGOMA EAST DISTRICT KENYA},
	journal = {Problems of Education in the 21st Century },
	volume = {10},
	year = {2009},
	month = {January/2009},
	type = {Original article},
	chapter = {81-91},
	abstract = {The foundation of present day special education in Kenya dates as far back as 1968 when the government published sessional paper NO. 5 on special education. The paper laid out a public policy framework for children with disabilities such as hearing and visual impairment, mentally and physically handicapped and multiple handicaps (GoK, 2003). Among the key policies was the integration of disabled children into regular formal schools in order to enhance their participation in formal learning. Regrettably however, 40 years down the line, the government is yet to realize reasonable access of elementary education that can help liberate and make the disabled child self-reliance. The sector still faces challenges related to access, equity and quality. The study carried out in Webuye division, Bungoma East District, adopted a descriptive survey design specifically to analyze challenges facing provision of inclusive formal education to the disabled child. The relationship between the variables was explained using Rawlasian theory of justice. 
A total of 6 schools out of 104 were purposively sampled. Questionnaires and interview schedules and document analysis were used to collect data from education officers, heads and teachers of sampled schools. Analysis of data was done using statistical tools such as percentages and frequencies. Findings were presented using tables. It was concluded that, as much as the policy on special education is clearly laid out, for it has not been fully implemented. People{\textquoteright}s attitude towards inclusive education remains wanting, and therefore, only a small fraction (3.4\%) of public schools is offering inclusive education. The regular school curriculum is too academic oriented and the teachers are yet to embrace inclusive education. The study recommends that, the MoE adapts inclusive curriculum, examination and grading system. Comprehensive special schools should be established to cater for pre-school, primary school, high school and technical schooling to provide meaningful education to meet their needs. },
	keywords = {education, integrated schooling},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392315524.pdf},
	author = {Julius  Kiprop Maiyo and Joan Owiye}
}
