Abstract
A survey is currently underway here in Kenya. The study hopes to establish whether educators are aware of inclusion education and how special education schools can promote this philosophy. The survey uses interviews and questionnaire methods. Subjects are drawn from both special and mainstream schools. The sample include education administrators, curriculum developers, supervisors, headteachers, teachers, students and parents. Preliminary results indicate that Kenya has not officially acknowledged inclusion education. Majority of educators, parents and students have little or no knowledge at all about inclusion education. Policies on this philosophy have not been drawn. This author recommends that special schools become agents of change by admitting non-disabled students in the ratio of 50:50 to enhance peer tutoring and social relationships. Specially trained teachers to serve as consultants, do collaborative teaching and conduct remedial teaching in their areas of specialization for example speech training, raille trainers, sign language trainers, orientation and mobility trainers. Awareness education on inclusion education is recommended for the Kenyan population.
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