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September 10, 2025Journal of EducationOpen Access

Examining the Learning Experiences of Students with Physical Disabilities in Nairobi County's Integrated Public Secondary Schools

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Case study explores challenges and engagement in Competency-Based Curriculum for students with disabilities in Nairobi's schools.

Engagement in learning increased despite identified obstacles such as physical inaccessibility and limited resources.
Results show mixed learning activities promote participation of students with physical disabilities in integrated environments.
Qualitative instrumental case study methodology utilized structured interviews, classroom observations, and document reviews.
Findings call for policy changes to enhance inclusivity through improved training, infrastructure, and accessibility measures.

Nelly Kandie (2025) studied this question.

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