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