International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210

Original article | 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:   |  Manu. Number: MANU-2006-27-0001.R1

Published online: April 07, 2021  |   Number of Views: 90  |  Number of Download: 565


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 6th edition
Ressa, T. (2021). (Mis)schooling of Children with Disabilities in Post-independent Kenya . International Journal of Progressive Education, 17(2), 124-138. doi: 10.29329/ijpe.2021.332.8

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. doi:10.29329/ijpe.2021.332.8.

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