A Investigation of Physical Provisions for Education of Children with Disabilities in Inclusive Primary Schools in Sierra Leone

Abstract

The study probed physical provisions for children with disabilities in inclusive primary schools in Sierra Leone. Several international and national instruments including the National Policy on Radical Inclusion advocated for inclusion of children with disabilities in the regular education classroom in mainstream schools. However, there is anecdotal evidence regarding the inadequacy/adequacy of physical facilities for children with disabilities in inclusive schools. As a result, a gap exist as to whether inclusive schools are well equipped materially to cater to the needs of this cohort. This gap has serious implication for achieving education for all, and needs to be addressed. Therefore, this paper seeks to ascertain the adequacy of physical and administrative provisions in selected inclusive schools from the perspective of the CWDs, their teachers and parents to get a holistic view of the phenomenon. A cross sectional survey design with both quantitative research strategy, accompanied by descriptive analysis was the methodology employed therein. The findings revealed that physical provisions in the areas of structural adaptations for mobility, water, sanitation and hygiene facilities, specialized and adapted learning materials, assistive devices and technologies, and transportation were grossly inadequate. Therefore, the researcher recommends that investment to increase provisions in these areas to ensure of the success of inclusive education in Sierra Leone.