Teaching Special Needs Children from Diverse Cultural Background a Teachers Experience in Uasin Gishu County

Abstract

The education of children with special educational needs (SEN) has been a focus of international inquiry. There is a strong advocacy for the inclusion of children with SEN in regular schools although this remains contentious and challenging. Despite an emphasis by the Kenyan government that children with SEN should be included in regular schooling, there has not been substantial investigation especially in schools in the sub urban settings on how these children can receive quality education. This paper seeks to address this issue by establishing the role of the teacher in multicultural classroom, examining the perspectives of teachers on the quality of education offered to children with SEN and recommending support to teachers in educating children with SEN. A descriptive approach to research was used to generate data through questionnaire with teachers in three selected schools in Uasin Gishu County. Quantitative and qualitative techniques were employed in analyzing the data. Lev Vygotsky‟s socio-cultural Theory informed this study. The findings provide to understand teachers’ attitudes toward inclusive education more comprehensively, and give ideas on how to improve pre-service and in-service teacher education.