The thrust of this study was to investigate the challenges facing the implementation of inclusive education programme in public secondary schools in Rongo Sub-County, Migori County. The study had two fold objectives, namely (i) To analyze the factors hindering the implementation of the inclusion process for all the school-going-age children and, (ii) to examine the copping strategies to challenges facing implementation special needs education curriculum. It was premised on the classical liberal theory of equal opportunities advanced by Sherman and Wood (1982). The study sample comprised of 5 students with special educational needs per school from all the types of school as boarding, day mixed, yielding a total of 170 students, all school principals, three teachers per school and the Sub-County Quality Assurance and Standards Officer .Data was collected using questionnaires for students and teachers and interview schedules for school principals and the District Quality Assurance Standards Officer. The main research instruments used were questionnaires, interview guides and observation checklists. The major findings were that, first, physical and critical teaching learning resources were either inadequate or were quite dilapidated. Secondly, there were inadequate specialized teachers to handle the special needs education curriculum. Third, there were several socioeconomic and cultural variables that constraints effective teaching and learning in most sampled schools. It was recommended that the Government of Kenya through the Ministry of education should put in place adequate and appropriate physical and human resources to enhance the implementation of SNE not only in the in the study locale but all other areas experiencing similar constraints.[257 words].

This study was intended to investigate into the impact of Special Needs Education policy on service provisions for learners with physical disabilities in primary schools Ibacho Division, Kenya. The specific objectives were to examine the financial provision for learners with physical disabilities, establish ways of creating awareness for learners with physical disabilities and identify professional delivery of service for learners with physical disabilities in primary schools within Ibacho Division, Kenya. The researcher used a target population of 30 schools, 240 teachers, 1 AEO and 1 EARC officer. The researcher discovered that though the SNE policy was launched in 2008 the spirited effort by the government and partners is yet to bear success on the ground. The study recommends for a full blown concerted effort by all the stakeholders in order to attain the millennium goals for all pupils regardless of their physical well being.

Kenya has always placed education as a priority at all levels, promoting it as a key driver for social and economic development. However, as schools are increasingly challenged to serve a diverse population of pupils, much of the concern now is no longer whether to provide inclusive education, but how to implement inclusive education in ways that are both feasible and effective in ensuring schooling success for all children. In relation to this, the government of Kenya recognizes the importance of special needs education as a crucial subsector for accelerating the attainment of Education for All (EFA) and the millennium Development Goals (MDGs). However, the Salamanca Statement reported great concern for learners with special needs being enabled to learn in a conducive environment. This includes adjustment of anything in the education sector that hinders imparting knowledge and skills to the learners, such as those with physical disability. Therefore, certain classroom conditions are paramount within inclusive schools for children with physical disability to enable enhancement of their learning activities. This paper therefore realized this and aimed at evaluating the preparedness in terms of classroom physical adjustments of the selected inclusive public primary schools to accommodate pupils with physical disability.

Since the introduction of Special education in Kenya in 1946, numerous special schools have been established. However, there has been a move toward integration and later inclusion of students with disabilities in regular schools. Inclusion has its own challenges. Kenya, as a rapidly developing country, is undergoing drastic social, economic and cultural changes. Consequently, learners with disabilities in inclusive schools experience a number of challenges. These challenges bring into focus the need of reinforcing various modifications especially in classroom environments in learning institutions to counteract challenges brought about by the change from integration to inclusive education. With this realization, the study sought to examine the classroom curricular preparedness of inclusive schools for the pupils with physical disability. Adaptations that ought to be made under classroom curricular category should ideally aid in lessening these challenges and impact positively on the pupils with physical disability and enhance their learning activities. The study utilized mixed method research approach, where both Phenomenology and Descriptive survey research designs were made use of. The findings indicate that there are adequate classroom curricular adaptations for inclusion of pupils with physical disability

Inclusive education is a process of adjusting the home, school and the larger community to accommodate persons with special needs. In respect to preschool learners, it is a means by which centers accommodate all learners regardless of their physical, intellectual, social, emotional, linguistic challenges. UNICEF notes that some 150 million children with disabilities lack access to child care services, schools, recreation and other social services, and are likely to remain illiterate and untrained, ultimately unable to join the labor force. Children with special needs are still perceived negatively by society. Most of the learners with special needs do not enroll in preschool centers in Nyamira North Sub-county and if enrolled, they drop out before the year ends as per the report from Education Office. The study aimed at finding out whether availability of teaching and learning resources influenced implementation of inclusive education in preschool Centers in Nyamira North sub-county. Efforts have been made to integrate the learners with special needs although the programme has encountered a lot of challenges; policies have been put in place to provide for the achievement of universal education and the realization of vision 2030. However, Inclusive education experiences a pyramid of challenges at preschool level in the world and Kenya. The study employed descriptive survey research design. The target population was 134 head teachers in 134 preschool centers, 402 preschool teachers, 12 Education officers and 938 preschool parents in Nyamira North Sub-county. Sample size was 40 preschool centers and 40 head teachers which were randomly sampled to represent 30% of the centers. Further, 134 preschool teachers and 270 preschool parents were sampled through stratified random sampling and 12 Education Officers sampled by census sampling. Data was collected using questionnaires and observation checklists. Descriptive statistics of means, percentages and weighted averages was used in analyzing the data. Findings revealed that there were inadequate teaching and learning resources at preschool centers in Nyamira North sub-county. 78 percent of the respondents revealed that inadequate resources affected the implementation of inclusive education. The study recommends that adequate teaching and learning resources should be provided to ensure effective implementation of inclusive education and more funds to be allocated for procuring teaching and learning materials for Special Needs Education (SNE) learners. Background of the Study According to Owoko (2010), the term resources refers not only to teaching methods and materials but also the time available for instruction, the knowledge and skills of teachers acquired through training and experience. Teaching pupils with special needs in the inclusive classroom deviates from the " regular " programme. Pupils with special needs may require more instruction time, other learning methods and professional knowledge. This can be achieved by an increase in resources or by rearranging available resources. Children with special needs are not required to meet the classroom standards rather the classroom meets the individual needs of all children (Bargsma, 2000). Puri and Abraham (2004) argues that school management and teachers should make efforts to identify and attend to learners with special learning needs for instance dietary needs especially preschool .

Children with disabilities encounter different forms of exclusion and are affected by them to varying degrees. The Convention on the Rights of the Child (CRC) and the Convention on the Rights of Persons with Disabilities (CRPD) condemn this. They instead demand inclusion which will recognise the full potential of the learner. Based on this therefore, teachers who are involved in the task of helping these learners achieve their goals in life are faced with some setbacks in this duty. This study explored the challenges of implementing inclusive education curriculum that caters for learners living with autism in a primary school in Nairobi County, Kenya. It adopted a qualitative research paradigm and specifically the phenomenological design. The study targeted teachers and pupils. The sample size of the study consisted of 12 teachers and 8 pupils. Interview and observation guides were used for data collection. The researchers transcribed the interviews, coded the data, categorised the ...

The distribution of highly de-esterified homogalacturonans (HGs) in dividing protodermal cells of the monocotyledon Zea mays, the dicotyledon Vigna sinensis, and the fern Asplenium nidus was investigated in order to examine whether the cell wall region adjoining the preprophase band (PPB) is locally diversified. Application of immunofluorescence revealed that de-esterified HGs were accumulated selectively in the cell wall adjacent to the PPB in: (a) symmetrically dividing cells of stomatal rows of Z. mays, (b) the asymmetrically dividing protodermal cells of Z. mays, (c) the symmetrically dividing guard cell mother cells (GMCs) of Z. mays and V. sinensis, and (d) the symmetrically dividing protodermal cells of A. nidus. A common feature of the above cell types is that the cell division plane is defined by extrinsic cues. The presented data suggest that the PPB cortical zone-plasmalemma and the adjacent cell wall region function in a coordinated fashion in the determination/accomplis...