https://kerd.ku.ac.ke/handle/123456789/119 Thu, 01 Oct 2026 23:58:01 GMT 2026-10-01T23:58:01Z https://kerd.ku.ac.ke/handle/123456789/1632 Testing youth transitions in Kenya: Are young people with disabilities falling through the cracks? Mugo, John Kabutha; Oranga, Josephine; Singal, Nidhi The number of young people living in Africa is expected to be at its peak over the next few decades. This may either climax into a dramatic social transformation or explode into a disaster; depending on how well (or badly) the society prepares itself and its young people. This paper focuses on the situation of young people with disabilities and examines the transitional opportunities available to them in Kenyan society, considering three principal areas: education, employment and social participation. The paper utilises the findings of a systematic analysis of relevant government reports and documents. Some of the issues raised are contextualised using data collected from one secondary school for the blind in Nairobi. Our analysis indicates that, although their numbers are significant, young people with disabilities face difficult obstacles in progressing to higher levels of education. They are faced with limited employment opportunities and are at a greater risk of being exploited in the social sphere. Some policy options to tackle this situation are indicated. This Report forms part of the Research Consortium on Educational Outcomes and Poverty (RECOUP), funded by DFID, 2005-10. Views expressed here are those of the authors and are not necessarily shared by DFID or any of the partner institutions. For details of the objectives, composition and work of the consortium see: A Working Paper Published in Research Consortium on Educational Outcomes and Poverty Fri, 01 Jan 2010 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1632 2010-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/1067 Determinants of the Implementation of Inclusive Education in Public Secondary Schools in Bungoma County, Kenya Wamala, Alfred Murumba Education empowers citizens and hence reduces poverty by enhancing livelihood. Globally, 77 million children are out of education and 25.7 million (33.4%) are those with disabilities. In Kenya 1,504 (0.48 %) Students with Disabilities of 315,000 in public secondary schools are in Inclusive Education programme. Baseline survey in Bungoma County between 2013 and 2016 indicated that only 107(0.07%) Students with Visual impairments and physical challenges are in Inclusive Education programmes compared with total of 39,122 students with disabilities who are out of school. Therefore, this means that very few Students with Disabilities (SWDs) are admitted in public secondary schools in Bungoma County implying that 39,015 (99.93%) may not have been accessing public secondary school education. The purpose of the study was to establish the influence of extra funding, human resource, physical resources, students with disabilities and regular students as determinants of implementation of Inclusive Education in public secondary schools in Bungoma County, Kenya. The study objectives were; to determine the influence of finance on implementation of Inclusive Education (IE); to determine the influence of the human resources on implementation of IE; to establish the influence of physical resources available for the implementation of IE, and to establish the influence of SWD and RS in the implementation of IE. This study was based on Social Model of Disability, as discussed by Rieser (2002) and the conceptual framework that showed the relationships between independent variables namely finance, human resources, and physical resources, influences of SWDs and Regular Students towards the implementation of IE as dependent variable. The study adopted descriptive survey research design. The study population included 1 Senior Assistant Director of Education, 1 County Director of Education (CDE), 1 County Education Officer in charge of Special Needs Education (CEOCSNE), 3 Principals of Public Secondary Schools (PPSS), 10 Special Education Teachers (SET), 130 Regular Teachers (RT), 107 SWDs, and 2,348 Regular Students (RS). Sample size through simple random sampling comprised 122 RT, 54 SWDs and 350 RS. Saturated sampling technique selected 1 SADE, 1 CED, 1 CEOSNE, 3 PPSS, and 10 SETs. Research Instruments included Questionnaires, observation guide, interview schedule and document analysis guide. To ensure face and content validity of research instruments, advice from experts in the department of Special Needs Education and Rehabilitation (SNER) was used. Reliability of instruments was established through Pearson correlation. Reliability coefficient for Regular Teachers was r =0.78, Special Education Teachers r = 0.84, Students with Disabilities r =0.89, and Regular Students r=0.85. These were high enough to meet conditions of reliability because they are above the recommended value of r = 0.7. The study established that extra funding by MOEST accounted for 60.8% of the variance in implementation of Inclusive Education, Human Resource accounted for 18.9%, and Physical Resources also accounted for 18.9%, Students with Disabilities 37.4% and regular students 30.7%. This means that the main determinants of implementation of Inclusive Education were extra funding by Ministry of Education Science and Technology, Students with Disabilities and Regular Students. This study therefore concluded that extr a funding, Students with Disabilities, Regular Students, physical resources and Human Resources were determinants of implementation of inclusive education in public secondary schools in Bungoma County. The study recommended that extra funding be increased and the necessary physical resources be made available for effective implementation of Inclusive Education. A Thesis Submitted In Fulfillment Of the Requirements for the Degree of Doctor of Philosophy in Special Needs Education Department of Special Needs Education Maseno University Tue, 01 Jan 2019 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/1067 2019-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/998 Challenges Facing Implementation of Inclusive Education in Public Secondary Schools in Rongo Sub- County, Migori County, Kenya Eunice, Lucy Akinyi; Nyangia, Ezekiel Onyango; Orodho, John Aluko The thrust of this study was to investigate the challenges facing the implementation of inclusive education programme in public secondary schools in Rongo Sub-County, Migori County. The study had two fold objectives, namely (i) To analyze the factors hindering the implementation of the inclusion process for all the school-going-age children and, (ii) to examine the copping strategies to challenges facing implementation special needs education curriculum. It was premised on the classical liberal theory of equal opportunities advanced by Sherman and Wood (1982). The study sample comprised of 5 students with special educational needs per school from all the types of school as boarding, day mixed, yielding a total of 170 students, all school principals, three teachers per school and the Sub-County Quality Assurance and Standards Officer .Data was collected using questionnaires for students and teachers and interview schedules for school principals and the District Quality Assurance Standards Officer. The main research instruments used were questionnaires, interview guides and observation checklists. The major findings were that, first, physical and critical teaching learning resources were either inadequate or were quite dilapidated. Secondly, there were inadequate specialized teachers to handle the special needs education curriculum. Third, there were several socioeconomic and cultural variables that constraints effective teaching and learning in most sampled schools. It was recommended that the Government of Kenya through the Ministry of education should put in place adequate and appropriate physical and human resources to enhance the implementation of SNE not only in the in the study locale but all other areas experiencing similar constraints An article published in IOSR Journal Of Humanities And Social Science (IOSR-JHSS) Thu, 01 Jan 2015 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/998 2015-01-01T00:00:00Z https://kerd.ku.ac.ke/handle/123456789/981 Inclusivity of Children with Special Needs Nduta, Julian “Disability is not Inability” words of encouragement often given by those who perceive that people with physical challenges are helpless and cannot ably do what without physical challenges effortlessly do. An estimated 80% of all individuals with disabilities reside in isolated areas in developing countries with 150 million of them being children. According to the 2009 census report, 1.3 million Kenyans have disabilities or are physically challenged in one way or another. Deriving from the Constitution of Kenya 2010, every disabled child in Kenya is entitled to the right to access educational institutions in addition to free and compulsory basic education. The Children Act further appreciates that facilitation for people with special needs is necessary by envisaging that a disabled child shall have the right to education and training, free of charge or at a reduced cost whenever possible. The Basic Education Act also supports special education; it states that subject to the Constitution, the Cabinet Secretary of Education shall provide special needs education in special schools established in pre-primary, primary and secondary schools suitable to the needs of a pupil requiring special education…. A paper published by The Cradle Fri, 01 Jan 2016 00:00:00 GMT https://kerd.ku.ac.ke/handle/123456789/981 2016-01-01T00:00:00Z