Inclusive educational practices in Kenya: Evidencing practice of itinerant teachers who work with children with visual impairment in local mainstream schools

Preschool Inclusion Key Findings from Research and Implications for Policy
This article presents a findings from an investigation of the work of 38 specialist itinerant teachers (ITs) supporting the educational inclusion of children with visual impairment in Kenya. The research was designed around a participatory action research framework involving in-country researchers and participants (teachers) working in collaboration with researchers in the United Kingdom. Following an introductory training workshop, participants kept research journals over a 2-month period in which they recorded details of their itinerant duties (including the processes and content of their visits). Findings provide information about local practices of ITs support for children with visual impairment in mainstream schools and raise broader questions about the barriers to learning and development facing children with disabilities in mainstream schools in Kenya and other developing countries.
International Journal of education development
visual impairment, mainstream school
Marginalized & Vulnerable group:
Persons with disability
ICTs, Educational Staff Professional Development
Level of Education:
Early Childhood Education, Primary & Secondary
Type of Resources:
Research & Policy Papers
Language of Publication: