Challenges Faced by Education Stakeholders in Inclusion of Individuals with Communication Difficulties into Education Mainstream-Sub-Saharan Africa: Case Study of Mombasa County, Kenya

Abstract

This article sets out to answer the question “Challenges faced by education stakeholders in Inclusion of Individuals with Communication Difficulties into Education mainstream Sub-Saharan Africa”. Inclusion of Children with Communication Difficulties in the education mainstream has been a great challenge in many Sub-Saharan African countries. One of the Sustainable Development Goals (SDGs) is to give all Children Living with Disability (CDWs) those having communication difficulties among them; the opportunity to participate in the least restrictive environment so they can receive as much education as possible with their non-disabled peers. Many educators in regular schools and other stakeholders face a myriad of drawbacks in the process of trying the idea of having children with Communication Difficulty in the education mainstream. This article includes the background regarding the inclusion of Individuals with Communication Difficulties, literature review regarding inclusive education and challenges that teachers face in the process of trying the idea of inclusive education. Sample size included seventy (70) teachers. Data collected was analyzed using descriptive and inferential statistics. SPSS was used in analyzing quantitative data. Results of data analysis were presented using frequency distribution tables, bar graphs, and pie charts. The study established that experience in teaching learners with communication difficulty, policy regarding inclusion of learners with Communication Difficulties and the class size of learners (population) were the main challenges facing the teachers. The study recommended reforms in the curricula, in-service training for teachers, developing a policy for inclusion for children with Communication Difficulties.