(Mis)schooling of Children with Disabilities in Post-Independent Kenya

International Association of Educators. Available from: PEN Academic Publishing. e-mail: [email protected]; e-mail: [email protected]; Web site: http://www.inased.org/ijpe.htm; Web site: http://ijpe.penpublishing.net/

Y

15

Foreign Countries; Students with Disabilities; Access to Education; Equal Education; Student Rights; Attitudes toward Disabilities; Social Bias; Accessibility (for Disabled); School Buildings; Elementary Secondary Education; Government Role; Educational Legislation

1554-5210

Kenya adopted Competency Based Curriculum to produce engaged, empowered, and ethical citizens. However, inaccessible school infrastructure is leaving behind children with disabilities. Informed by data from individuals with disabilities and Kenyan and international agencies, this study uses disability studies in education to analyze the interaction of school structures and disability to understand the locus of Kenyan children with disabilities in the society. Findings show that inaccessible school infrastructure investments exclude children with disabilities and threaten Kenya's Vision 2030 poverty eradication goal. Needed is the reconceptualization of disability within a broader model of equity in the Kenyan education system.

As Provided

2021

EJ1293338