A Paradigm Shift in Pedagogy for Learners with Special Needs in an Inclusive Setting within Competency-Based Classrooms in Kenya

Abstract

The switch from an 8-4-4 curriculum-based educational system to CBE in Kenya has resulted in changing the perceptions of what is quality teaching for children with special educational needs (SEN) in Kenya. It entails teaching practices based on competency-based education that include teaching in a regular but varied classroom setting where learners are taught through the practice of inclusiveness, personalisation, competency building, and inclusion of everyone. In this study, a mixed-methods approach was used to explore how the primary school teachers in Nairobi and Kiambu counties adjust teaching practices. It examined the ways teachers implement CBE by inclusive practices in regular classrooms with learners. The contrast in urban and peri-urban settings, which are well resourced yet reveal gaps in teacher preparedness, accessible learning resources, and individualised educational support for learners with special educational needs, underscores the need to rethink and strengthen inclusive teaching practices. Data were collected from 15 informants comprising of curriculum support officers (CSOs), and special needs education (SNE) tutors through semi-structured interviews, while 45 teachers from ten purposively sampled inclusive schools completed structured questionnaires. The analysis indicates that teachers championed differentiated instruction, individualised education programmes, and collaborative learning, while underutilisation of Universal Design for Learning (UDL) and assistive technology was an obstacle to a complete transformation of the paradigm. The shift would address the diversity of learners’ abilities in varied and meaningful ways that enable every learner to achieve their potential. However, realising the full potential of these approaches depends on flexible and responsive inclusive teaching practices that accommodate individual learning needs.