A recent study by the Kenya Ministry of Education, Science and Technology found that in the country there were more children with disabilities (CWDs) out of school than those without disabilities. Besides, resources and structures in many schools are not adequate and relevant for learners with disabilities. In regard to this, the ratios of special needs teachers to learners were below the required thresholds for the number of children with disabilities in the schools. Additionally, many physical structures were not adapted to the needs of CWDs.
Factors that contribute to school attendance by CWDs and children with special needs in the country included favourable government policies, support from non-governmental organisations (NGOs) and community based organisations (CBOs), availability of assistive devices and educational institutions catering for the needs of CWDs and children with special needs, care and protection provided for CWDs, parents with high education levels, positive attitudes of parents and children, increased advocacy, availability of special education teachers among others.
However, home-based and systemic factors hinder CWDs’ school attendance.
That includes parents keeping their children away from school for fear of exposing them to social stigma in the ‘outside world’, high levels of poverty, lack of assistive devices such as wheelchairs, and lack of aides for children. Systemic factors include lack of proper transportation to schools, inadequate number of special schools in the communities, and lack of enough trained special education teachers and aides. Further, there are mixed perceptions towards children with disability. Whereas there is positive perceptions, still there is persistence of stereotypes, misconceptions, stigma and discrimination towards children with disabilities in the schools and community.