Challenges in providing free primary education to children with disabilities in public primary schools in Kenya:a case study of Nairobi district

Abstract

Education plays a vital role in individual improvement and national development. Education for children with disabilities is faced by many challenges which limit the children's benefit from Free Primary Education in Kenya. Following the introduction of Free Primary Education (FPE) in 2003, the government of Kenya .allocated funds to schools based. on the number of pupils in a school. Children with disabilities were allocated twice the amount that of ordinary pupils i.e. Kshs. 2040. However, children with disabilities are few and require more facilities than others. This study sought to assess the extent to which FPE has addressed the various needs of children with disabilities. . The general objective of the study was to assess the FPE in Kenya, with special reference to children with disabilities. The specific objectives were to; a.). Identify the different categories of children with disabilities currently in special and integrated primary schools in Nairobi. b) Identify problems faced in school by children with disabilities c). Assess the availability and adequacy/inadequacy of facilities and equipment in schools catering for children with disabilities The study was guided by three research questions namely; I. What are the different categories of children with disabilities in public primary schools in Nairobi District? II. What challenges do children with disabilities face under the FPE programme? III. Are the facilities provided in school adequate/inadequate? Structural functionalism theory was applied to enhance the study. Education for children with disabilities is viewed as a crucial component of the social system. This was an exploratory study. Survey method of research was applied where field visits were made to 26 schools in Nairobi which provide education to children with disabilities. Qualitative and quantitative data collection methods were applied. Structured questionnaires were administered to the Divisional Education officers and the teachers. An observation tool was used to gather information on facilities in the schools and their suitability to children with disabilities. A secondary data collection tool was used to gather data on children in a school, their background, age etc. Data collected was analyzed using descriptive and inferential statistical methods. Study findings indicate that there are four main categories of children with disabilities in public primary schools in Nairobi district; mentally handicapped at 70.3%, visually and hearing impaired both at 11.1% and a combination of mentally and physically impaired at 11.1%. Some challenges identified were lack of special curriculum, lack of clear policy on the transition of children with disabilities and inadequate facilities which were rated as inadequate by 98% of the respondents. Some of the recommendations made in this study are: a) Schools catering for children with disabilities should Le headed by a trained head teacher in special education. b) Allocation of funds to schools should be based on specific needs of a school c) Establishment of sheltered workshops in schools for children with disabilities. d) Divisional advisors and school inspectors should trained in special education; e) The Kenya Institute of Education (KJE) should speed up the development of a special education syllabus. From the study it was concluded that FPE though faced by challenges has to a greater extent enhanced the education of children with disabilities.