George Ngwacho Areba’s scientific contributions

Pedagogical knowledge and in particular Content Specific Pedagogical Knowledge (CSPK) has been widely researched and discussed. Teacher training institutions globally have embraced knowledge bases proposed by researchers in their curriculum to prepare teachers for teaching. The transferability of CSPK has, however, received little attention. This article explores the transferability of CSPK by teachers. Using a literature review analysis method, the article raises the questions of why, and how, the need for CSPK transfer and addresses issues surrounding knowledge transfer. Focusing on a spiral curriculum, the transfer is seen more in relation to conceptual connection within a subject and across subjects, and integration of disciplines. The authors argue that teacher training should embrace aspects of knowledge transfer so that teachers are not rendered redundant when curricular changes and when some subjects which teachers have been trained are dropped from the curricular. Further research is recommended.

Inclusive education is an approach that promotes diversity and equal educational opportunity among all learners, regardless of any differences they may possess. It is the process of reform in education that embodies modification in structures, content, approaches, teaching methods and strategies in a bid to provide all learners with age-appropriate, participatory, and equitable leaning experiences in environments that best meets and responds to their diverse educational needs. While inclusive education is an extensive concept that encompasses all types of learners, for this chapter, the term will focus on learners with disabilities. This is because, despite the introduction and adoption of the inclusive education approach globally, several barriers still impede its implementation and practice, forming the substance of this chapter. This chapter, thus, delves into the benefits, barriers, and strategies of intervening on barriers to inclusive education.