The purpose of this study was to find out the factors influencing inclusion of learners with
special needs in regular primary schools. The study was undertaken to find out whether
regular primary schools have characteristics that support inclusion. This was done by
finding out school characteristics that support inclusion in regular primary schools in Awach
Zone of Kabondo division in Rachuonyo south district, Nyanza province of Kenya. This
was found necessary due to the fact that despite the critical role and efforts of the
government of Kenya to provide education for all, about 94% of the estimated 750,000
children with disabilities are hardly able to access basic quality education, even during this
era of free primary education. In Kenya, it is through assessment that most children with
disabilities are placed in learning institutions. This has resulted to about 70.2% of those
assessed being in the waiting list for placement in learning institutions. It is doubtful
whether they can all be accommodated in the available special schools. However, even if
the special schools were available, the other concern is that these schools and units mostly
cater for some categories of children with special needs. This is an indication that provision
of education for ALL the children with special needs is still an area of concern. The study
adopted a descriptive survey research design. The independent variables comprised of
teaching experience, professional qualification, teaching strategies, resources, support
services and attitude among others. The dependent variable was inclusion. Target
population of this study constituted all head teachers, teachers and class six pupils in regular
primary schools in Awach Zone. Target population was 278 persons. The sample for this
study was 88 persons. Purposive sampling as well as Random and Stratified sampling were
used to select the sample. Piloting was done in Otondo Primary School in Awach zone. Data
was collected using questionnaires. To determine reliability of the instrument, split half
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method was used. The researcher administered the questionnaires personally to the
respondents. Both qualitative and quantitative techniques were used in analyzing data
depending on various objectives. The study mainly reviewed that sensitization had
effectively been done, hence the teachers, pupils and the community in general had positive
attitude towards Persons With Disabilties. Trained teachers, adapted environment and
appropriate resources were available hence this attracted enrollment of the Children With
Disabilities in these schools. However it was noted that the schools needed funding to
sustain their resources. All the respondents supported education for Children With
Disabilities. All the teachers showed willingness to have Children With Disabilities in their
schools. The researcher wishes to recommend that; - the government should implement
inclusive education in regular schools, as a means of ensuring access to education by
Children With Disabilities. Mass sensitization should be done and other factors portrayed in
the study put in place. The government should continuously fund the process. The 2010
approved SNE policy guidelines should be implemented immediately.