Education for Students with Intellectual Disabilities in Kenya: Challenges and Prospects

Abstract

<p><span>Kenya has great potential for enhancing education for individuals with intellectual disabilities. The fact that it has recognized the need to care for learners with special needs is commendable. In comparison to many African countries, Kenya and Nigeria are ahead in developing programs for special education in institutions of higher learning, and in starting schools and units for special education. However, a legal mandate is still required as it would seal many loopholes that currently exist. Without it, the assessment of individual with intellectual disabilities cannot be administered correctly and professionally. In this article, the authors present a coherent account on various aspects related to learners with intellectual disabilities in Kenya. No doubt, the issues and challenges identified call for attention by not only the government of Kenya but also those interested in improving the status of learners with intellectual disabilities.</span></p>

Policy Implementation and Determinant of Access to Education for Disable Learners in Siaya and Kisumu Counties- Kenya: A Phenomenological Study

“…This is unlike some developing countries where teachers work under strict rules and regulations while facilities are lacking, staffing is very un-proportional and payment is low. (Najjingo, 2009;Moyi, 2012;Muchiri, N. & Roberson, 2000;Muiti, 2010;Chomba et al, 2014) …”

Challenges to accessing crucial services in the management of children having Autism Spectrum Disorders: Caregivers’ perspective in Kenya

“…Despite this, they access healthcare services less often and have poor experiences when using these services. In addition, the lack of diagnostic services hinders early intervention [6,14,[16][17][18][19][20][21][22][23][24][25][26]. Consequently, caregivers of children diagnosed with autism spectrum disorder receive little support in the form of information concerning the causes and management of ASD.…”

“…On the other hand, relevant measures have proven to be benefi cial in the process of addressing issues concerning children with ASD and their families. Noting that initiatives may get resistance such as cultural prejudice towards children with disability, inaccessible schools and health facilities and poverty [6,14,[16][17][18][19], studies conducted to establish the general population's beliefs about ASD reported that a lack of information about and treatment of ASD [4,5]. The solution they noted was creating awareness through media houses and facilitating training of healthcare professionals.…”

“…Their freedom to fully participate in the community is hampered by the lack of an empowerment strategy for enabling them to live with the condition [14,15,24]. However, due to challenges in the implementation of policies [11,12,18], access to healthcare services in Kenya remain inadequate in the areas of inclusive education, shortages of trained personnel and support from the government agencies [14,15,24].…”

“…In 1986 the Kenyan government introduced the Kenya Institute of Special Education to build capacity for children with disabilities like training teachers and research. Another focus was to connect these children within local resources [6,14,[16][17][18][19]. The Educational Assessment and Resource Centre (EARC) was introduced in Kenya with the aim of identifying children with disabilities and referring patients for management [18,19].…”