ABSTRACT
Sub-Saharan African countries are required to reassess the education content/curriculum through both a quantitative and a qualitative analytical lens, so that all children are not only accepted into schools, but also achieve a certain level of academic ability. In addition, the strict financial conditions of those countries have led to constant pressure to maintain low costs. To this end, “Inclusive Education,” which developing countries consider as the “ideal form of education,” has emerged. However, if parents, communities, and teachers do not possess the capacity to accept and implement Inclusive Education, it will not be effective. This chapter describes how parents of children with disabilities, communities, and teachers accept Inclusive Education by considering the case of Kenya. Based on fieldwork in a rural area, stakeholders’ different perspectives are shown. It is indicated that the capacity of the school to meet the unique needs of each child is a vital factor; that Inclusive Education can never function effectively without the stakeholders’ capacity to accept the unique educational needs of every single child; and that the roles of communities and schools should not be regarded as separable in order to achieve the inclusion of children with disabilities in a whole society.
