Establishment of the Trends of Access to Basic Education by Primary School Children with Disabilities in Busia County, Kenya

Abstract

The introduction of Universal Primary Education, accompanied by establishment of Educational Assessment and Resource Centers in the county, was expected that pupils with disabilities would meaningfully access quality integrated education. However, this objective has not been realized as planned due to institutional factors that bar them from obtaining an adequate education and opportunity for full social life. The purpose of the study was to establish the trends of access to basic education by primary school children with disabilities in Busia county. The study adopted the Ex-post facto research design. The survey covered more than 14,000 households in a total of 600 clusters (436 rural and 164 urban). A sample 200 subjects was drawn composed of 155 pupils 2 head teachers, 2 special needs teachers and 41 pupils with physical disabilities. The research adopted a methodology that comprised of mainly literature review and participatory data collection methodologies namely key informant interviews (KII) and focus group discussions (FGDs). A total of 22 KIIs and 10 FGDs were employed in the collection of data across the two counties and at the national level. Descriptive statistics which include frequencies and percentages was used to present the study findings. The study not only establishes international standards and guidelines for the promotion of these rights, but also receives comprehensive domestication at continental, regional and national levels. Attempts have also been made to extend the domestication of these rights further down to the sub national level, although there is not much evidence as yet of county governments in Kenya activating their legislative, executive and policy mandates in response to the basic educational needs of children with disabilities. There are a series of social and community factors that make access to basic education for children with disabilities difficult. These include social stigma and negative parental attitudes to disability which may arise out of religious and cultural beliefs for example where disability may be seen as punishment. Parental resistance to inclusive education for special groups may also be a barrier. Based on the assessment findings, the teachers in the special institutions experience several challenges. To begin with, the teacher/student ratio gap is widening on an annual basis, while there is lack of adequate modern learning and teaching materials in the institutions. Secondly, there are low levels of awareness on parents' side on education for the children with disabilities. Thirdly, there is lack of funds to facilitate education for children with disabilities at various institutions.