Vol. 3, Issue 1, Part C (2017)

Abstract
As much as the government of Kenya is putting its best effort to realize the goals of EFA where basic education is concerned, it is marred with vey many challenges relating to access, equity as well as quality as points out the Ministry of Education Science and Technology (MOEST, 2005), World Bank (2012) and UNESCO (2012) in their periodicals. These challenges include overstretched institutional facilities, school overpopulation, soaring teacher-learner rations (PTRS) in areas with a high population density. In addition, there is the escalating cost of learning equipment and other facilities that would make learning for special needs children worthwhile. The purpose of the study was critical analysis of the schools’ mainstreaming capacity in enhancing pedagogy of learners with special needs in Kenya. The researchers formulated research objectives to critically analyze the teachers’ skills and training capacity, preparedness level of school infrastructure, preparedness of the content, preparedness of the instructional resources and the extent of policy implementation for provision of pedagogy for learners with special needs in the mainstream in Kenya. The study was guided by Vygotsky’s theories of inclusion which intervene for children with special needs. The study was carried out using qualitative method. This was valid method to obtain the necessary information and facts for the purpose of the study. The study adopted qualitative research design that was valid in studying critical analysis. The study made critique literature review and formulated research findings. The study made conclusion on the concept of mainstreaming guided by research objectives. The study made recommendations to help the policy makers, the teachers, the parents, the leaners, the school and the government at large to facilitate learning of learners with special needs in all the schools in Kenya