ABSTRACT The research study was about the “Regular Teachers’ Perceptions towards learners with epilepsy in inclusive settings, Kahawa Zone, Nairobi. Kenya. The main objective was to determine the regular teachers perception towards the epileptic learners in inclusive settings in Kahawa Zone, Nairobi, Kenya. The specific objectives were to identify the knowledge of respondents on epilepsy and also identify the knowledge on factors to be considered for a success in implementing of inclusive education. The researcher used a quantitative approach where the researcher presented the findings in form of tables and numerals. The study adopted a survey research design where information was collected from the four regular schools. These schools had integrated programmes including the epileptic learners other disabilities. Questionnaires given to the regular teachers that were targeted to fill in the information needed. The total sample population was twenty regular teachers. from four regular schools. The research instruments were structured open and closed ended items. Data was analyzed in frequency and percentages. The investigations proved that the majority of the regular teachers did not have any skills to handle learners with epilepsy in the classes and schools, thus had a negative attitude. Especially during the seizures these regular teachers could disappear as they thought the victim could affect them. When it comes to learning the epileptic learners were ignored hence the regular teachers moved on with the “normals”. They received inadequate teaching and the learning resources were not available. Therefore this calls for skilled teachers and provision of equipment and facilities for the epileptic learners and train more teachers to cater for these suffering epilepsy learners. The study showed that there is need to modify and structure school curriculum and modify national examinations to cater for individuals needs. There should be need to create awareness to the public, school and community in order to avoid stigmatization and labeling of such learners. The parents, teachers, peers and epilepsy learners should know that disability is not inability as some are treated and can excel in different areas in life.
