Professional Documents
Culture Documents
INCLUSION EDUCATION
KIAMBOGOKO AREA DEVELOPMENT PROGRAMME
SEPTEMBER 2016
Table of content
List of tables.............................................................................................................. iii
List of figures............................................................................................................. iv
List of Acronyms and abbreviations............................................................................v
Acknowledgement..................................................................................................... vi
Affirmation................................................................................................................ vii
DEFINITION OF TERMS............................................................................................. viii
INTRODUCTION........................................................................................................... 1
EXECUTIVE SUMMARY................................................................................................. 2
THE NATIONAL FRAME WORK AND POLICIES FOR EDUCATION OF CHILDREN
WITH DISABILITY IN KENYA................................................................................... 5
National frameworks and policies............................................................................... 5
The Constitution of Kenya, 2010..........................................................................5
Special Needs Education policy the special Needs Education policy 2009.................6
Education Act (2013).............................................................................................. 6
National Development Plan (2002- 2008),..................................................................7
Vision 2030,................................................................................................................ 7
BASELINE NEEDS ASSESSMENT, METHODOLOGY AND APPROACH...........................11
Review of existing and relevant literature................................................................11
Preparation of data collection tools..........................................................................12
Sampling and sample sizes................................................................................. 12
Sampling procedures and data collection methods........................................13
Stakeholders............................................................................................................. 14
Ethical considerations in interviewing children...............................................14
Baseline Assessment limitations........................................................................14
FINDINGS OF RAPID ASSESSMENT ON INCLUSION EDUCATION.................16
Introduction........................................................................................................... 16
Age category and educational level of the parents..................................................17
Income of parents/caregivers of children with disabilities........................................17
The number of children with disability currently in regular schools within the ADP
area:......................................................................................................................... 18
SUMMARY RECOMMENDATIONS AND CONCLUSIONS................................................24
Recommendation..................................................................................................... 26
CONCLUSION............................................................................................................ 27
List of tables
ii
. 25
Table: 5Summary of Recommendations by Key stakeholders.
...25
Table: 6Summary of recommendations by parents of CWDS ...
.26
Table: 7 Summary recommendations by Youth with
disability.26
iii
List of figures
Figure 1: Age category and education Level of parents
targeted.... 18
Figure: 2: Income of parents/caregivers of children with
disabilities..19
Figure 3: The number of children with disability currently in regular
schools..... 19
Figure: 4 Weather the school is disability
friendly20
Figure: 5 Access to rehabilitation services for children with disabilities.
.......22
Figure 6: What is keeping Children away from
school..23
Figure: 7-Youth with disability and
School...24
iv
ACCESS
CBR
CBO
CHW
CHEW
CVA
CWD
DPO
EARC
FBO
FGD
KII
KNCPWD
MR
Mentally Retarded
NGO
Nongovernmental organization
OT
PA
Participatory Assessment
PWD
KNSPWDs
SGSDO
SHGs
Self-help groups
WHO
WVK
Acknowledgement
The baseline Assessment on educational needs for children with disability
was undertaken by the Accelerating Core-Competencies for effective
wheelchair service and support (ACCESS) programme staff, Referral actors
for
the
community
in
Kiambogoko
(Kiambogo
and
Kongasis
sub-
people consulted in the assessment took time for in-depth interviews and
gave useful insights on achievements and what could be strengthened.
Without their inputs, this assessment would not have been successful. We
sincerely hope the assessment will enhance the awareness and importance
of inclusion education for Children with Disabilities. Improve work of ACCESS
and contribute to delivery of impact oriented quality services to Children
living With Disability.
All The Glory and Honour be to our God for all His Grace and Goodness to us.
Thank you all!
Affirmation.
This evaluation is our own work undertaken to identify the educational needs
for children with disabilities. The needs assessment is a Learning System on
what are the educational needs for children disability within the Kiambogoko
ADP and to compliment the work of ACESS project. References used in this
document have been acknowledged to their authors and sources.
Primary quantitative and qualitative data collected throughout the Area
Program Needs assessment process remains the property of the communities
and families described in this document. The information and data of the
measurement exercise shall remain the property of World Vision Kenya and
Kiambogoko ADP community and their use should be done with their
consent.
Consultant,
September 2016
vii
DEFINITION OF TERMS
The following are definition of specific terms used in the study report:
Assistive Devices
These are appropriate aids, appliances, technologies and other support
systems that facilitate effective learning of learners with special educational
needs.
Inclusive Education
It is a learning environment that provides access, accommodation and
support to all learners.
Learners with Special Educational Needs
These are learners who require special service provision and support in order
to access education and maximize their learning potential.
Special Needs Education
It is a system for providing a conducive learning environment for learners
who may require extra support in order to achieve their potential.
Special School
viii
ix
CHAPTER ONE
1.0 INTRODUCTION
Credible sources perceive inclusion in education as a process of addressing
and responding to the diversity of needs of all learners through increasing
participation in learning, cultures, communities and reducing exclusion within
and from education (UNESCO, 2005).The purpose of this baseline needs
assessment is to provide information base on what exists in Kiambokogo
ADP, Nakuru County on inclusion education for children with disabilities. The
effectiveness of existing structures in implementing matters of education for
children with disability. The assessment looked at the available economic and
social structures that support the education of children with disabilities in the
mainstream schools of Kiambokogo ADP of Nakuru County.
This report has been prepared based on the information and evidence
gathered during the baseline process from primary and secondary sources. The
quantitative information gathered during the household survey was analysed to
address the baseline objectives. The assessment sought to analyse the
existing
structures.
To
ensure
sustainability
of
targeted population, gender segment of the parents and care givers was
male 27 (30%) and female 63(70%), 10 Teachers ,3 Head teachers ,40
Children with disability(17%), 25 children without disability (10%), 38 youth
with disability(9%), 14 Key informants (5%), 10 referral actors(4%), 3 support
groups of 29 people(12%) and 2 EARC Centre representatives. Qualitative
and quantitative methods were applied in gathering information through use
of, questionnaires, one-on-one interviews, focus group discussion, key
information informants (KII) stakeholders and observation was also applied in
assessing the environmental accessibility.
The major findings are 65 children were interviewed 40 with disability
representing 17% of the targeted population and 25 without disability
representing 11% of the targeted population, the gender of the children were
37 boys (56%) and 28 girls (44%). 24 of the interviewed children with
disability were in school (10%),while 16 were out of school (6%).30 other
children were out of school in their neighbourhood as mentioned with other
children during the interviews.15% of the children who participated in this
study expressed that they faced discrimination at school and were rarely
involved in decision making.
Teachers expressed during the interviews that they face challenges in
delivering inclusion education due to high teacher pupil ratio of 1:56. The 10
teachers who participated in this assessment indicated the lack of adequate
learning resources and out of the 126 teachers in the division only 16
teachers are trained in special needs education. The children with physical
disabilities also lacked school ready skills such as feeding, communication,
toileting and appropriate social behaviour.
Parents of children with disability (21%) who participated in the study
expressed fear of having the children attend regular schools and preferred
special schools. However, the physical accessibility and commuting for
children with disability is a challenge due to the environmental terrain. The
Educational assessment and resource centres charged with the placement of
children with disability in schools are not easily accessible since they are at
the county level. Some of the children with disability are admitted in schools
without EARC assessment and an official expressed the under resourced EARC
centers which cannot carry out all its activities like getting to the community level,
capacity building for the teachers and parents.
CHAPTER TWO
2.0 THE NATIONAL FRAME WORK AND POLICIES FOR EDUCATION OF
CHILDREN WITH DISABILITY IN KENYA
This chapter will present the legal document that give guidance to the
implementation of education in Kenya. Education and training in Kenya
presently has its legal basis in the Education Act of 1968 and other related
Acts of Parliament, including the TSC Act, the KNEC Act, the Adult Education
Act, and various Acts and Charters for universities. However, the Education
Act of 1968, and related Acts are not harmonized, and are no longer
adequately responsive to the emerging environment created by the
Constitution (2010) or to Kenya Vision 2030.
and inclusion; and increasing respect for the autonomy and dignity of
persons with disabilities.
The WHO World Bank Report (2011) estimates the prevalence of disability to
be at 15% of the world population. Chapter seven of the report focuses on
education and gives statistics of 50.6% of males with disability having
completed primary school, compared with 61.3% males without disability
and 41.7% of females with disability having completed primary school
compared with 52.9% of females without disability. Such statistics highlight a
gap in the enrolment for PWD in basic education compared to those without
disability.
x.
Education Assessment and Resource Centers
On 1stSeptember, 1984, the Government of Kenya set up 17 Educational
Assessment and Resource Centres (EARCs) as a national project funded by
DANIDA. On 16th January, 1987, an agreement was signed between the
Government of Kenya and the Government of Denmark extending the EARCs
project. As a result of this agreement, each of the 41 districts in Kenya
established its own EARC in 1988. By 1991, an additional 250 sub-centres
had been established.
The EARCs were set up to provide support to children with special needs and
disabilities. Due to the success of the EARCs programme, expansion of
provision has taken place to a level where currently, every district in Kenya
either has an EARC or can access the services provided by an EARC. The total
number of operational EARCs is currently 200.Administration of EARCs: Since
1987, overall responsibility for the administration of the EARC Programme
has been with the Ministry of Education, Director of Quality Assurance &
Standards, (Special Education and Assessment Unit). However, when the
Ministry was divided into Directorates, Basic Education also established a
Special Needs Education section. The two Directorates now jointly manage
the activities of EARCs in relation to administration, maintenance of
standards, professional development and quality assurance. At the District
level, EARCs are directly line managed by the District Education Officer
(DEO).
The EARCs are lead and managed by a coordinating assessment teacher
assisted by assessment teachers who are trained in different disciplines of
special educational needs and disability. These teachers and other
professionals form the assessment team.
xi.
10
11
CHAPTER THREE
3.0 BASELINE NEEDS ASSESSMENT, METHODOLOGY AND APPROACH
Introduction
This chapter presents the methodology and approach used in this baseline
assessment. Specifically, the processes involved in the assessment are
outlined
and
sample
selection
and
distribution
across
the
different
beneficiary categories and areas discussed. The section further discusses the
ethical issues in interviewing children which guided the assesments
interaction with all children met during this exercise.
3.1 The processes
The
assessment
covered
Kiambogoko
ADP
areas
of
TangiSita,Olepolos,Kongasis
B,Keriko.Kahuho,Meli,TangiTano,Kanorero,Mnada,Njeru,Manyeki,Nyaturu,Mas
too,Oldonyoburu and Gituamba,in the locations of Oljorai and Kiambogo.all.
12
13
information
which
sought
to
enlist
data
on
CWD
and
nature of the target group who majority could not express themselves a
purposive sample selection methods were used to only select those who
could speak or communicate. The project area was divided into six blocks
(for purposes of this baseline assessment). In each of the villages a sample
of parents, CWD, youth with disability and support groups were selected.
Stakeholders who have worked in collaboration with WVK Kiambogoko ADP
project. It was purposively selected as described in more detail below. Note
however, the assessment in many instances did not follow statistical
sampling methods in selection of respondents.
and CWD was solely based on convenience, availability and in some cases
the ability of the respondents to engage in discussion.
3.9 Children
65 children participated in Interviews (26%) and FDGs,40
children with
The
nature and condition of the target group in project prompted the assessment
to conveniently select more children who could express themselves other
children voices were represented through the teachers and parents. In this
regard the assessment allowed participation of person with ages of 25 and
below in the children FGDs. In the spirit of inclusion, the team agreed on 10%
of children without disability to participate in the FGDs which allowed
representation of their views and perceptions because they interact with
CWD.
3.10 Parents/Guardians
Besides children 90 parents/caregivers (37%), were interviewed using a semi
structured questionnaire were targeted in the 27villages. The gender
presentation of parents were male 27 (30%) and female 63(70%), the
parents formed the assessment unit of analysis and their feedback is widely
referred to in this report. These were people who are either parents or lived
15
with CWD in their households. Sampling ensured that parents across the
WVK Kiambogoko ADP catchment area were selected for the assessment as
proposed in the ToR.
3.11 Stakeholders
A broad range of stakeholders were interviewed as key informants.
Stakeholders were purposively sampled, they included; Village elders, Head
teachers/deputy teachers, class teachers, clinicians, Educational assessment
and resource centre staff, 1, 1 District children officer,2 Hospital In charges, 1
Community health strategy coordinator, 3 Community Health extension
workers, 10 Refferal Actors, and 1 NGO.
3.11.1 Ethical considerations in interviewing children
The nature of the target respondents for the assessment required special
attention in handling them especially children who participated in the FGDs.
All Referral Actors who were involved in the assessment are aware and have
been sensitized on WVK child protection policy hence aspects of child
protection and safety were highly adhered to.
parents of all children targeted had to give and sign an informed consent
before the interview. Confidentiality of the children interviewed and the
information they shared with the assessment team was also guaranteed. The
do not harm principle was also observed and all staff involved had and has
been working with the community in ACCESS project hence had previous
knowledge and expertise in handling children with disability.
3.11.2 Baseline Assessment limitations
The assessment progressed without any major problems. However, there
were a few challenges that were encountered. The challenges included:
Some form of disabilities among the targeted children inhibited their direct
participation in the FGDs. Children who mentally incapacitated had a
challenge in expressing their opinions. This called for the assessment team
to be cautious and exercise patience which made some of the sessions to
take more time than expected. In some FGDs some of the participant gave
16
zero response even on some of the questions that required response for
quantitative coding.
In some instances respondents only gave those responses that they felt
suited the referral actors who they interact with on daily basis. Although
these
instances
may
be
minimal
where
they
occurred
substantive
information was not obtained. The assessment took more time than
expected because of consultation to extend to Saturday because of the
unforeseen public holiday that was unexpected.
17
CHAPTER FOUR
FINDINGS OF RAPID ASSESSMENT ON INCLUSION EDUCATION.
To measure access to appropriate quality education for girls and boys with
disabilities and special needs
4.0 Introduction
This section presents the analysis of the main findings from the baseline
assessment exercise. The analysis is based on views and opinions of parents,
children, youth, support groups and different stakeholders interviewed in the
course of the assessment. It presents key outcomes of the base line
assessment; it cites key gaps in the education of children with disability.
Recommends what needs to be done to enhance the implementation of
inclusion education of children with disability.
4.1 The gender of the parents /care givers
90 parents/care givers were interviewed through the semi structured
questionnaires, the gender representation is shown the below table
Gender
Nos
Male
27
30%
Female
63
70%
Total
90
100%
18
20
Figure: 4Weather
the
school
is
disability
friendly:
Majority
of
the
schools could only admit cases of mental retardation and this was mainly
because of lack of disability friendly facilities. In this case many schools did
not allow admission of children with physical disability. For parents this was a
challenge because they had either to look for a special school or let the child
stay at home as they endlessly search for a school where their children could
21
Frequency
21
8.7%
Not ridiculed
34
14%
Allowed to choose
games
20
8%
25
10%
35
14%
23
9%
16
6%
Do not participate in
clubs and groups
29
12%
19
7%
Undecided
20
8%
Total
100%
22
23
Figure:
Access
to
rehabilitation
services
for
children
with
disabilities,
4.6 Issues keeping children with disability away from school?
The chart below shows how the children with disability do not attend school
due to fear by the parents to release the children to the regular school.
21.39% of parents have fear to release the children from home, they feel
that the children are special and therefore should be encouraged to attend
special schools. Most of these children while in the early years of schools are
dependent on activities of daily living like, self-care, feeding and toileting.
18%of children are not identified this was mentioned by the children being
interviewed they knew of children with disability and are not in school within
their neighbourhood.15% of the children expressed that they experienced
discrimination in school because they are barely involved in decision making
24
16 teachers have special training for CWDs. This once again poses a great
challenge in delivering quality education to the children with disability.
12 teachers indicated that the resource materials needed to train these
children is not available. It therefore becomes very hard to deliver education
as indicated in the table: 3 below,
Ratings
Not available
Average
Available
Dont Know
Total
No
12
5
3
4
24
%
50%
20%
13%
17%
100%
25
Frequency
10
22
7%
26
11%
20%
7%
11%
Financial Support
10
22%
Total
45
100
Table: 5Summary
Recommendation
Frequency
1.6%
22
34%
35
55%
10
15%
Total
63
100%
Frequency
24
30%
1.2%
Special school
10
13%
12
16%
30
38%
Total
77
100%
27
Recommendation
Frequency
Special School
10
26%
Regular therapy
8%
15
39%
Skill training
10
26%
Total
38
100%
5.0 Recommendation
Develop policy guide lines for world Vision Kenya, for the implementation of
disability initiative in the organization. The disability component should not
be implemented as a standalone project but as cross cutting issue in the
World Vision Kenya programs.
Capacity building for the staff especially in World Vision Kenya National
Office, Kyambokogo ADP, will be in order to undertake mainstreaming of
disability agenda seamlessly with other on-going programs of WVK.
A multi sectorial approach will be used in the management of Special Needs
Education
28
5.1 CONCLUSION
29
In the assessment of the level of understanding their rights, the children and
the youth with disabilities scored 82% and 76% respectively in favour of
being aware of their rights. One of these rights is the right to education in a
conducive environment among others. This survey underscores the dire need
for a consultative effort in identifying the CWDS in the respective areas as a
first in putting into place the facilities and infrastructure to support the
education of CWDs in Kiambogoko.
In response to what most of the groups were articulating in terms of special
school/skilled personnel, it is the recommendation of the consultant that
regular schools be more equipped to accommodate comfortably the CWDs.
Although this may compound an already existing problem of high teacher
pupil ratio, it is further recommended that teachers with special needs
training are seconded to the schools admitting CWDS.
The realization that a very key element for the education of CWDs is not
available is another issue to address; the challenge of accessibility to an
educational assessment and resource centre is taking many gains in the
provision of education to CWDs in the region aback. 74% of the key
informants interviewed said that the EARCs are not available. Further to this
18 out of the 23 interviewed said the EARCs available are not accessible.
Other issues such as stigma, financial support and acceptance by community
though scoring low in the survey, are contributing to the CWDS not accessing
education, hence there is need for capacity development among the parents,
stakeholders and key informants to improve on some of these underscores.
Toward this end, inclusion needs to be the fundamental philosophy
throughout programs so that the goal of Education for All can be achieved.
Inclusion, therefore, should be the guiding principle for World Vision Kenya
and other agencies interface with Governments and other providers on
Education for All. Such knowledge can be a powerful tool for transcending
30
QNR - Parents of
CWD.doc
Key Informant
FGD Guide Interview Guide - Project Staff.doc
YWD.doc
31