Malasi Nyali Maghuwa Flora, Samuel Wanyonyi Juma
Abstract: Emphasis on ensuring inclusive, equitable quality education and promoting lifelong learning opportunities for all is well document under Sustainable Development Goal (SDG) 4. The underlying principle behind the 2030 sustainable development is the recognition of human dignity and the quest of not leaving anyone behind. However, unless marginalization and discrimination of some groups of people based on such aspects as ethnicity, race, sex, religion or disability are eliminated through embracing inclusive practices, we are far from achieving SDGs. Kenya Institute of Special Education conducted a national survey on children with disability and special needs in education that estimated disability prevalence among children at 11.4 %. One of the objectives of the survey was to determine the quality of programs and services offered by educational assessment centres (EARCs). This survey used cross-sectional research design. Primary data was sourced from head teachers, teachers, Educational Assessment and Resource Center officers and non-governmental organizations and partners in education. Questionnaires, checklists and interviews were used to collect data. Findings revealed an imbalance in the distribution of staff in EARCs whereas, the majority had training in the four traditional disability areas posing a challenge in the assessment of other disability areas. Though EARCs are aware of inclusive practices, data revealed that they did not give inclusion the first priority during child placement option. The study concludes that there is need to strengthen and empower assessment offices in support of inclusive practices, enhance specialized training on functional assessment and the value of inclusive practices in decongesting special schools.
Keywords: SDG, EARC, CSO, disability, inclusive practices