Establishing inclusive schools in Kenya is apriority however not all schools practice inclusion. The purpose of the study was to determine educational experiences of children with physical disabilities in inclusive settings in Kenya. The objective was to determine the state of preparedness of schools offering inclusive education to children with physical disabilities in inclusive settings. The study was guided by Constructivist Learning Theory. The study employed mixed methods approach. The research design used was Concurrent Triangulation Model. The target population was made up of 337 participants. The sampling techniques used were purposive, simple random sampling and stratified random sampling. The sampled population for the study was 264 participants. The instruments were questionnaires, Focus Group Discussions, interview schedules and observation checklist. Piloting was done to determine reliability of research instruments which was through by test-retest where correlation co-efficient (rho) was worked. Authorization and permit to conduct research was given by National Commission for Science, Technology and Innovation (NACOSTI). Qualitative data was collected in conformity with the chosen mixed methods research design. Quantitative data from questionnaires were analyzed with the assistance of the Statistical Package for Social Sciences (SPSS), computer version 20. It generated descriptive statistics such as frequencies and percentages. The qualitative data was analyzed using content, narrative and thematic methods and presented in direct quotes and narrative in line with the study objectives. The study revealed that preparations done in schools involved sensitization and awareness campaigns with all stakeholders, general adaptation of physical facilities and training of teachers in the schools. Schools were faced with various challenges. The overall conclusion was that all stakeholders were involved in the preparations. Based on the study findings some recommendations were made: that all stakeholders should strive to remove barriers that prevent children with physical disabilities from benefiting from education which is a human right. There is need for adapting school facilities. Sensitization and awareness campaign should be ongoing in the community and public schools to enroll children with physical disabilities. Children with physical disabilities should be provided with adequate, specialized, relevant equipment and teaching/learning resources that are conducive to their needs.
