Access to basic education for all students is an essential goal for many countries in the world.
As the worldwide call for providing this basic education continues to intensify, access to basic education for many students with disability in Kenya remains a pervasive challenge.
The government recognises the importance of supporting special needs education in the realisation of its goals of ensuring education for all, but there is still a gap in policy implementation.
The transition rates and retention of learners with special needs informal learning are worrying.
So many disabled young people aged between 4-18 years who are supposed to be in school are idle at home. This is a critical yet often discounted matter.
These disabled children are tied in a complex web of economic and social issues that hinder their enrollment in learning.
However much the parents of these children living with disabilities would like to enrol them in the formal learning programs, there are no adequate special schools to accommodate them.
This problem is high in rural areas and in urban areas where these special schools are found, facilities and structures in place are not adequate for all learners with these disabilities, also transport to school is not well facilitated.
High levels of poverty in rural areas, where most of these children with disabilities are, robs them of the opportunities to access basic education.
It’s sad to think of how parents who cannot afford to provide a basic need like food to their children can afford to facilitate special education to them, which is more expensive than the normal education due to the need for special assistive devices.
The government should even consider slashing the school fees for children living with disabilities.
There is a need to deploy more teachers who have specialized training to handle children with multiple forms of special needs in all learning institutions and put in place the relevant facilities in their support
Lack of a specific inclusive education policy, funding policy and medical policy as well as lack of examinations policy are some of the gaps.
The government needs to review the curriculum and adopt a more competency-based curriculum, that is more adaptable to people with different capabilities and disabilities.
This will help in equipping them with skills that they will use to help themselves.
Though the government has done much in reviewing the education system in Kenya, there is a need for a more flexible system for people with disabilities.
This flexible education system will ensure that the duration of any level of education for learners with disabilities is not based on the calendar year but on whether the learners have covered the content required for that level.
In ensuring that inclusive education becomes a reality in Kenya the government need to uphold the rights of children with special needs.
There is a need to deploy more teachers who have specialized training to handle children with multiple forms of special needs in all learning institutions and put in place the relevant facilities in their support.
There is a need for targeted intervention in the rural areas to demystify stereotypes, misconceptions, stigma and discrimination towards children with disabilities that discourages them to enroll in schools.
This will help in developing an adaptive society towards these children.
Active participation of all key sector stakeholders in education will ensure successful implementation and help in bridging the policy gap expected to improve the quality and access to education provided to children with special needs.
People with disabilities make approximately 10 per cent of the Kenyan population and equipping them with skills will improve their participation in our country’s development.
Journalism student, Maasai Mara University
Edited by Kiilu Damaris
