Poor Infrastructure. Another common response noted among the participants during the study was that they have poor infrastructure to accommodate learners with diverse educational needs especially the physically disabled. Principals’ comments on this challenge experienced during implementation of Inclusive Education was spread almost evenly and contradicting what has been put down on the policy document. Five out of the six interviewed secondary school principals mentioned poor infrastructure as one of the major challenges. Participant P1 claimed: Insufficient infrastructure for example no rumps for physically disabled learners makes it difficult for us to enroll learners with severe physical disabilities. They will be suffering here. Another principal identified as P2 reiterated what had been commented on by the other principals on infrastructure as one of the major challenges as; Physical facilities that are supposed to assist the process are inadequate. The infrastructure we have is only fit for normal students. These and many other comments from two more principals confirms that infrastructure is a major challenge affecting the implementation of IE in most schools within Kisumu County. The factors mentioned above might had been ignored due to lack of communication among the stakeholders. This brings us the next challenge.
Poor Infrastructure. Inclusive Education has been defined by Ainscow as a political movement that ensures access for all (Ainscow, 2016). Students have to be made comfortable and resources made accessible to them in order to effectively transit to inclusive schools hence proper implementation of IE. The environment of learning institutions should also be modified to accommodate learners with diverse learning and physical abilities. Creating favorable learning and environmental conditions for students with SEN to study in mainstream schools is one the solutions for inclusion. The overarching theme in the sector policy which is IE is much concerned with learners having physical disabilities being given an equal opportunity and sufficient support to learn in mainstream education environment with their peers without disabilities (Sector policy document, p.11). Improving the infrastructure requires proper allocation of funds by the government to inclusive schools.
