The purpose of the study was to explore influence of Education Assessment and Research Centres (EARC) in Implementation of inclusive education in Public Primary Schools in Kisumu County. Objectives were to explore policy issues guiding EARC on functional and educational assessment in the devolved system, determine EARC staff ability to undertake functional and educational assessment to all categories of learners, establish EARC perception on field officers in implementation of functional and educational assessment and inclusive education in public primary schools in Kisumu County and establish the strategies employed by EARC staff, teachers and parents in implementing inclusive Education in public schools in Kisumu county. A descriptive research design was adopted in the study. The study used a Vygotsky's Socio-cultural theory founded on social constructionism where, medication, social situation of development, zone of proximal development, age-related psychological formations, cultural introduction, primary and secondary disabilities, developmental delay are parameters for determining educational referrals and interventions as envisaged in inclusive education. A conceptual framework showing various interaction levels of variables was used in the study. The study population composed of 4 EARC, 64 head teachers, 128 contact teachers, 35 curriculum support officers (CSOs), 7 Quality Assurance and Standards Officers (QASO), 128 parents and/or guardians and 192 learners. The sample consisted of 20 head teachers, 20 contact teachers, 39 parents or guardians and 60 learners, was computed at 30% using simple random sampling technique. 4 EARCs, 35 CSOs and 7 QASOs were identified through saturated sampling technique. The tools for data collection were questionnaires, observation check list, interviews and focus group discussion schedule. Validity was addressed by expert judgment of supervisors while reliability was addressed using Cronbach's Alpha internal consistency. Qualitative data was analyzed using thematic analysis. The study found out that SNE policy (2009) was very significant in this respect. EARCs ability in functional and educational assessment was average as some had no training. EARCs perception on field officers was negative and resulted to lack of team work. IEP was found to be the major instructional method for learners with special needs and disabilities in the county. The study recommended inductions for EARC officers on existing policy issues, training of all EARC officers on functional and educational assessment, sensitization of field officers on EARC duties and use of both lEP and differentiated instructional models in inclusive classrooms. A comparative study between IEP and Differentiated instructional methods as strategies of implementing inclusive education on academic performance in primary schools would expound the understanding of the study.