Implications Of Special Needs Education Policy On Enrolment Of Learners With Multiple Disabilities In Special Primary Schools In Kisumu County, Kenya.

ABSTRACT

The United Nations Children’s Fund (UNICEF) estimates that 93 million children around the world are living with moderate to severe disability of one kind or another. Although education is considered by the United Nations (UN) as a basic human right, implications of education policies on learners with disabilities on enrolment seem to have attracted limited attention. In Kenya, for instance, the National Special Needs Education Policy (NSNEP) is in place to ensure, among other things, that children of school going age with disabilities are assessed, enrolled, and placed in special schools up to the highest level. However, there are evidences from Educational Assessment and Resource Services (EARS) that educational needs of Learners with Multiple Disabilities (LwMDs) are unmet, especially in Kisumu County. Out of 350 LwMDs assessed and recommended for placement in 2015, only 95 (27%) were enrolledin the special institutions. It therefore remains unclear how the NSNEP contributes to enrolment of LwMDs in special schools in Kisumu County. The purpose of this study was therefore to determine the implications of the NSNEP on the enrolment of LwMDs in special schools in Kisumu County, Kenya.The objectives of the study were to: Establish the implications of EARC assessment on enrollment of LwMDs, Explore the contribution of parental involvement in the enrolment of LWMD, Examine the contribution of service provision to the enrollment of LwMDs, Find out the contribution of schools’ physical and curriculum adaptation to the enrolment of LwMD in Kisumu County. The study was guided by incrementalism theory by Bryan and Frank (2005) which view policy making as based on the previous ones focussing on incremental rather than wholesome future changes that consider both the means and ends simultaneously. The study used cross-sectional descriptive design combining both qualitative and quantitative approaches. Target population comprised 8 head teachers, 110 teachers, 2 Educational Assessment Resource Services (EARS) officers, 1 county education officer, and 350 parents/guardians of LwMDs. Multi-stage sampling was used in the study, whereby purposive technique was used to select 7 head teachers, 100 teachers and 2 EARS officers, while stratified sampling was used to select 35 parents from the seven sub counties. Triangulation method was used to collect data comprising Questionnaires, KII interviews, Observation, and FGDs. Reliability of the instruments was established through split-half method during a pilot study in one special primary school where coefficients of 0.82 and 0.78 was obtained for both parts. Validity of the instruments was ascertained by experts from Maseno University. Quantitative data was analyzed by means of descriptive statistics through the aid of Statistical Package for Social Sciences (SPSS) version 20. Quantitative data was analyzed by means of descriptive statistics through the aid of Statistical Package for Social Sciences (SPSS). Qualitative data was analysed thematically. The study established that assessment can enhance enrolment of LwMDs. The study also established that assessment reports were often wrongly compiled; most parents were ignorant of the provisions of NSNE policy; service provision to LwMDs was poor owing to inadequate resources and poor motivation of teachers; and content of curriculum as well as procurement of assistive devices in the special schools did not suit educational needs of LwMDs. The study therefore recommends that assessment process bebi-directional; teachers should be motivated; curriculum content for LwMDs be developed to suit the needs of LwMDs. Further studies need to be done on Implications of SNEP Provision for Assessment on Enrolment; Implications of SNEP Provision for Public-Private Partnership on Enrolment; Implications of SNEP Provision for Motivation of Teachers on Enrolment.