Abstract

Since 1940s when the main course of education was started in Kenya with the rehabilitation of victims of the Second World War, there have been a lot of changes in education policies. The initial concern was to provide health and social rehabilitation for those with physical disabilities. These facilities later changed their concern and became custodial care centers following models seen in Europe at that time. Programmes were also started for those with sensory and intellectual challenges. Unfortunately, all the programmes worked within the idea of institutionalization. Individuals with particular handicaps were segregated and placed in the same school where services were provided purely on the basis of the challenges. Special education for the intellectually challenged is relatively recent compared to that of other challenged individuals such as blind, physically challenged and deaf. Although the first school was opened in 1948, it was only available to a few individuals from well to-do families. Many schools for the intellectually challenged individuals have now been started in many urban centers, but in the recent years inclusion has become a central focus of concern. Inclusion comes at placing the intellectually challenged individuals in regular schools to increase their participation in education and social life. It involves changing attitudes of the intellectually challenged and the society to equally participate according to individual ability. Although many authorities have advocated for inclusion, regular school teachers feel that they lack the skills needed to educate these individuals. Non-challenged individuals have their own fears to interact with the intellectually challenged individuals.