1.6 Justification Of The Study. The Exclusion Of Pwds By

1.6 JUSTIFICATION OF THE STUDY The exclusion of PWDs by design or default is no longer acceptable according to international and national legal standards. Architecture has a responsibility to create built environments that are sensitive to the needs of this category of people. Such designs can only be developed using scientific information on existing designs, how they are experienced by PWDs and therefore how they can be improved. Children with disability in Kenya are often consigned to â€Å"special schools† which, though well intended to provide responsive learning environments, actually perpetuate segregation from other children. The inclusive education movement proposes that all schools should be equipped to accommodate PWDs. This study†¦show more content†¦Architecture should not be exempted from contributing to this move. Thus the study findings are intended to sensitise architects and designers on the unique requirements that inclusive schools need to make them responsive to multisensory experience. This will contribute to the greater inclusion of PWDs in the spatial environment and to the realisation of their dignity as human beings with equal rights to those without disability. The findings of this study would be beneficial to a variety of actors. Designers of schools can use them to come up with built environments that are responsive to the needs of children with disability. The government can use the findings to develop policy guidelines on inclusive spaces that will enhance the realization of non-discrimination as required by international and national law. Non-governmental organisations focusing on education can use the findings to advocate for more inclusive school designs. Finally, communities and the general public can use the findings to demand from duty bearers the development of inclusive schools that would increase the enrolment, retention, performance and transition of children with disabilities 1.8 SCOPE AND LIMITATIONS OF THE STUDY This study focused on two inclusive primary schools in Nairobi County, Kenya. These schools piloted inclusive education by modifying the built environment in order to include children with disabilities. An architect s key tools are design