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Assessing the Disability-Inclusiveness of Teaching Approaches and Infrastructure in Nairobi County's Integrated Public Secondary Schools

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Qualitative case study assesses teaching methods and infrastructure for inclusivity in Kenya, highlighting challenges.

Results indicate challenges in disability inclusiveness for teaching methods and physical accessibility.
Although accommodations exist for physically disabled students, teacher preparedness remains a significant issue.
Data collected through semi-structured interviews, classroom observations, and document analysis provide insights.
Recommendations for enhancing inclusiveness in the competency-based curriculum implementation are proposed.

Nelly Jebet Kandie (2025) studied this question.

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