National Survey on Children with Disabilities and Special Needs in EducationJournal: International Journal of Science and Research (IJSR) (Vol.9, No. 5)
Publication Date: 2020-05-05
Authors : Kenya Institute of Special Education;
Page : 1244-1266
Keywords : Special Needs Education; Disabilities; Children; Kenya Institute of Special Education;
Kenya Institute of Special Education in conjunction with the Ministry of Education conducted a national survey on children with disabilities and special needs in education between September, 2016 and June, 2017. The purpose of this survey was to generate reliable data to improve service provision. This survey was conducted in all the 47 counties covering households, learning institutions, education officers, NGOs and Partners, teachers, and children aged between 3 and 21 years who have physical, sensory, intellectual and psychosocial disabilities. Cross-sectional descriptive research design was used where both quantitative and qualitative research approaches were employed. Different tools of data collection were used including questionnaires, interview guides, checklists and Focus Group Discussion guides and observation checklists. Quantitative data were analysed using SPSS while qualitative data were analysed thematically using Nvivo. The survey findings indicated that the prevalence rate of children with special needs and disabilities aged between 3 and 21 years in Kenya is 11.4 %. There was a relatively even distribution of disabilities among male and female children where 51.2 % were males and 48.8 % were females. There were more boys with disabilities than girls and 72.6 % of children with disabilities and special needs in education live in rural areas while 27.4 % of them live in urban areas. A significant number of these children are enrolled in schools. However, there is a high dropout rate. The findings revealed that there is no specific policy to guide implementation of inclusive education in Kenya, capitation for children with disabilities is not disaggregated according to the type and severity of disabilities, the curriculum used in schools does not meet needs of learners with disabilities and special needs in education, and there was inadequate staff trained in special needs education in assessment centres and schools.
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