International Journal of Progressive Education
ISSN (Print): 2834-7919 - ISSN (Online): 1554-5210

Research article    |    Open Access
International Journal of Progressive Education 2021, Vol. 17(2) 124-138

(Mis)schooling of Children with Disabilities in Post-independent Kenya

Theodoto Ressa

pp. 124 - 138   |  DOI: https://doi.org/10.29329/ijpe.2021.332.8

Publish Date: April 07, 2021  |   Single/Total View: 107/687   |   Single/Total Download: 132/1.130

PDF Download

Abstract

Kenya adopted Competency Based Curriculum to produce engaged, empowered, and ethical citizens. However, inaccessible school infrastructure is leaving behind children with disabilities. Informed by data from individuals with disabilities and Kenyan and international agencies, this study uses disability studies in education to analyze the interaction of school structures and disability to understand the locus of Kenyan children with disabilities in the society. Findings show that inaccessible school infrastructure investments exclude children with disabilities and threaten Kenya's Vision 2030 poverty eradication goal. Needed is the reconceptualization of disability within a broader model of equity in the Kenyan education system.

Keywords: School, Inclusion, Disability, Infrastructure, Prejudice, Accessibility

How to Cite this Article?

APA 7th edition
Ressa, T. (2021). (Mis)schooling of Children with Disabilities in Post-independent Kenya. International Journal of Progressive Education, 17(2), 124-138. https://doi.org/10.29329/ijpe.2021.332.8

Harvard
Ressa, T. (2021). (Mis)schooling of Children with Disabilities in Post-independent Kenya. International Journal of Progressive Education, 17(2), pp. 124-138.

Chicago 16th edition
Ressa, Theodoto (2021). "(Mis)schooling of Children with Disabilities in Post-independent Kenya". International Journal of Progressive Education 17 (2):124-138. https://doi.org/10.29329/ijpe.2021.332.8

References
  1. Achebe, C. (1994). Things Fall Apart. Penguin Book. [Google Scholar]
  2. Aseka, W. (2013). Education for all, even for children with disabilities in Kenya. AfricLaw. https://africlaw.com/2013/04/05/education-for-all-even-for-children-with-disabilities-in-kenya/ [Google Scholar]
  3. Balsera, M.R. (2011). Does the human capital discourse promote or hinder the right to education? The case of girls, orphans and vulnerable children in Rwanda. Journal of International Development, 23(2), 274-287. https://doi.org/10.1002/jid.1769 [Google Scholar] [Crossref] 
  4. Bunning, K., Gona, J.K., Newton, C.R., & Hartley, S. (2017). The perception of disability by community groups: Stories of local understanding, beliefs and challenges in a rural part of Kenya. PLoS ONE, 12(8), e0182214. https://doi.org/10.1371/journal.pone.0182214 [Google Scholar] [Crossref] 
  5. Centre for Studies on Inclusive Education. (2018). The UNESCO Salamanca Statement. http://www.csie.org.uk/inclusion/unesco-salamanca.shtml [Google Scholar]
  6. CEIC. (n.d.). Kenya average wage earnings. https://www.ceicdata.com/en/kenya/average-wage-earnings-by-sector-and-industry-international-standard-of-industrial-classification-rev-4/average-wage-earnings [Google Scholar]
  7. Chikati, D.K., Wachira, L.N., & Mwinzi, J.M. (2019). The development of teacher education for teachers of the visually impaired learners in Kenya: A historical perspective. European Journal of Special Education Research, 4(2), 93-110. https://doi.org/10.7176/jep/10-32-12 [Google Scholar] [Crossref] 
  8. Chomba, M., Mukuria, S., Kariuki, P., Tumuti, S., & Bunyasi, B. (2014). Education for students with intellectual disabilities in Kenya: Challenges and prospects. Disability Studies Quarterly, 34(4). https://doi.org/10.18061/dsq.v34i4.3846 [Google Scholar] [Crossref] 
  9. Gabel, S., & Connor D.J. (2014). Disability and teaching. Routledge. [Google Scholar]
  10. Gathumbi, A., Ayot, H., Kimemia, J., & Ondigi, S. (2015). Teachers’ and school administrators’ preparedness in handling students with special needs in inclusive education in Kenya. Journal of Education and Practice, 6(24), 129–138. https://files.eric.ed.gov/fulltext/EJ1078812.pdf [Google Scholar]
  11. Gebrekidan, F.N. (2012). Disability rights activism in Kenya, 1959-1964: History from below. African Studies Review, 55(3), 103-122. https://doi.org/10.1017/s0002020600007228 [Google Scholar] [Crossref] 
  12. Kenya Bureau of Statistics. (2017). Economic survey 2017. https://www.knbs.or.ke/ [Google Scholar]
  13. Kenya National Bureau of Statistics. (2014). Kenya Facts and Figures 2014. Nairobi. Government Printers. [Google Scholar]
  14. Kenya National Bureau of Statistics. (November 4, 2019). 2019 Kenya Population and Housing Census Results. https://www.knbs.or.ke/?p=5621 [Google Scholar]
  15. Kiarie, M.W. (2014). The role of policy in the development of special education. International Journal of Progressive Education, 10(3), 86-96. http://www.inased.org/v10n3/ijpev10n3.pdf [Google Scholar]
  16. Kinuthia, W. (2009). Educational development in Kenya and the role of information and communication technology. International Journal of Education and Development Using ICT, 5(2). http://ijedict.dec.uwi.edu/viewarticle.php?id1/4740&layout1/4html [Google Scholar]
  17. Mazrui, A. A., & Wiafe-Amoako, F. (November 12, 2015). African Institutions: Challenges to Political, Social, and Economic Foundations of Africa's Development. Rowman & Littlefield Publishers. [Google Scholar]
  18. Ministry of Education (MoE). July 2009. The National Special Needs Education Policy Framework. Republic of Kenya. Retrieved April 22, 2020 from http://www.unesco.org/education/edurights/media/docs/446808882707702aafc616d3a2cec918bfc186fc.pdf [Google Scholar]
  19. Ministry of Education Science and Technology (MoEST). (2004). Development of education in Kenya. http://www.ibe.unesco.org/International/ICE47/English/Natreps/reports/kenya.pdf [Google Scholar]
  20. Ministry of Education Science and Technology (MoEST). (2012). A policy framework for education. Republic of Kenya. [Google Scholar]
  21. Mugambi, J., Karimi, N. (1976). The African religious heritage: A textbook based on syllabus 224 of the East African Certificate of Education. Oxford University Press. [Google Scholar]
  22. Mulinya, L.C., & Orodho, J.A. (2015). Free primary education policy: Coping strategies in public primary schools in Kakamega South District, Kakamega County, Kenya. Journal of Education and Practice, 6(12), 162-172. https://files.eric.ed.gov/fulltext/EJ1080614.pdf [Google Scholar]
  23. Nyeris, R., & Koross, B. (2015). Factors influencing the efficacy of free primary education policy in relation to the enrolment of children with special needs education in West Pokot county, Kenya. Journal of Education and Practice, 6(7), 64–70. https://files.eric.ed.gov/fulltext/EJ1083133.pdf [Google Scholar]
  24. Oketch, M., & Rollestone, C. (2007). Policies on free primary and secondary education in East Africa: Retrospect and prospect. Review of Research in Education, 31, 131–158. http://rre.sagepub.com/content/31/1/131.full.pdfþhtml [Google Scholar]
  25. Oluremi, F.D., & Olubukola, O.O. (2013). Impact of facilities on academic performance of students with special needs in mainstreamed public schools in Southwestern Nigeria. Journal of Research in Special Educational Needs, 13(2), 159–167. https://doi.org/10.1111/j.1471-3802.2011.01228.x [Google Scholar] [Crossref] 
  26. Spagnuolo, N., & Shanouda. F. (2017). Who counts and who is counted? Conversations around voting, access, and divisions in the disability community. Disability & Society, 32(5), 701-719, https://doi.org/10.1080/09687599.2017.1324765 [Google Scholar] [Crossref] 
  27. The United Nations Sustainable development: Knowledge platform. (n.d.). https://www.un.org/sustainabledevelopment/development-agenda/ [Google Scholar]
  28. The United Nations Educational, Scientific and Cultural Organization (UNESCO). (2016). Education 2030: Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning for all. file:///C:/Users/theo/Downloads/245656eng.pdf [Google Scholar]
  29. The World Bank Group. (n.d.). The World Development Report 2017: Governance and the Law. file:///F:/PAPERS/2017%20DSJK-NRB%20June%2015-6/World%20Bank%20Group/9781464809507.pdf [Google Scholar]
  30. The World Bank Group. (2019). Poverty and inequality. http://datatopics.worldbank.org/world-development-indicators/themes/poverty-and-inequality.html [Google Scholar]
  31. The World Health Organization and World Bank. (2011). World report on disability. Geneva, Switzerland: World Health Organization. [Google Scholar]
  32. Transparency International. (2020). Corruption perceptions index 2019. www.transparency.org/cpi. https://www.transparency.org/files/content/pages/2019_CPI_Report_EN.pdf [Google Scholar]
  33. wa Thiong'o, N. (2011). Decolonising the Mind: The Politics of Language in African Literature. James Currey Ltd/ Heinemann [Google Scholar]
  34. Wesseling, H.L. (1996). Verdeel en heers (Divide and rule: the partition of Africa, 1880-1914) (A. J. Pomerans, Trans.). Praeger [Google Scholar]
Meta
Vol. 17 (2)
Download
Metric
History
Related

Volume 17 Issue 2

April 2021

All Manuscript

International Journal of Progressive Education

Copyright © 2025 International Journal of Progressive Education.
This work is licensed under a Creative Commons Attribution 4.0 International License. CC BY
All elements of this website were created using the BOQ™ - Intelligent Webverse System.