scholarly journals Education for children with disabilities: Will policy changes promote equal access in Kenya?

2019 ◽  
Vol 47 (2) ◽  
Author(s):  
Peter Moyi
Keyword(s):  
Education Policy ◽  
Special Needs ◽  
Children With Disabilities ◽  
Quality Education ◽  
Equal Access ◽  
Policy Framework ◽  
Policy Changes ◽  
Policy Context ◽  
Special Needs Education ◽  
The Government

Policies to increase access to quality education have largely focused on reducing gender and income inequality; however, many children do not attend or fully participate in school because they have disabilities. Limited policy attention towards children with disabilities in developing countries is an obstacle to progress towards universal education. The limited knowledge and inadequate policies means many children with disabilities have limited access to quality education. In 2010, the legislative and policy context in Kenya changed significantly. The paper examines how the new constitution and the National Special Needs Education Policy Framework may impact the education of children with disabilities in coming years. The paper concludes that there is reason to be cautiously optimistic about the education of children with disabilities because of the new constitution and the National Special Needs Education Policy Framework make the government legally liable for their education.

CHALLENGES EXPERIENCED IN THE IMPLEMENTATION OF SPECIAL NEEDS EDUCATION POLICY IN KENYA AND THE CURRENT STATUS IN THE COMPETENCE BASED CURRICULUM .

2021 ◽  
Vol 8 (3) ◽  
pp. 706-708
Author(s):  
Kibaara Tarsilla
Keyword(s):  
Education Policy ◽  
Special Needs ◽  
Legal Framework ◽  
Policy Framework ◽  
Current Status ◽  
Special Needs Education ◽  
Primary Institutions

The Kenya Special Needs Education Policy Framework 2009 provided a legal framework that was relevant and guided the provision of Special Needs Education in Kenya.  The implementation of the policy has seen Kenya achieve many milestones including increased enrolment, which rose from 22,000 learners in 1999 to 108,221 in 290 special primary institutions and 2057 Special units/integrated programmes (MOE 2018).

scholarly journals Promoting Inclusive Education in Mongolia

2020 ◽  
Author(s):  
Karin Schelzig ◽  
Kirsty Newman
Keyword(s):  
Inclusive Education ◽  
Education System ◽  
Best Practice ◽  
Children With Disabilities ◽  
School Administrators ◽  
Quality Education ◽  
Capital City ◽  
Policy Framework ◽  
The Sustainable Development ◽  
The Right

Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.

scholarly journals EQUAL ACCESS TO QUALITY EDUCATION THROUGH THE PRISM OF ORGANIZING INCLUSIVE EDUCATION IN HUB SCHOOLS

2018 ◽  
pp. 56-61
Author(s):  
O. DENYSIUK ◽  
D. SULIMENKO ◽  
T. DRON
Keyword(s):  
Special Needs ◽  
Inclusive Education ◽  
Educational Institution ◽  
Quality Education ◽  
Equal Access ◽  
Educational Services ◽  
Children With Special Needs ◽  
Special Educational Needs ◽  
National Education ◽  
Wide Range

The process of reforming national education involves solving a number of overdue problems, among which an urgent issue of equal access to quality education still remains. Providing high-quality educational services to learners regardless of their social status, locality of residence, financial capacity, and other concomitant factors are a social and humanitarian task of the state.The introduction of the inclusive education system is an integral part of the functioning of the reference schools. The success of this process depends on the implementation of a number of systemic tasks, among which the following are the priorities: convenient location of the educational institution for the transportation of children from different settlements; provision of qualified pedagogical staff with appropriate training for working with children with special needs as well as staff units of correctional educators; presence of the modern level of material and technical support in accordance with the needs of children with special needs (meeting the requirements for the architectural accessibility of the premises of the educational institution); ensuring equal access to quality education for all persons, including those with special educational needs; creation of a single  information space  for the organization of distance learning for children with special needs; collection of reliable statistics to provide up-to-date information on reference schools and the organization of inclusive education for further analysis and adoption of sound management decisions based on it; bringing to a wide range of users of educational services, parents, communities of OTG, public organizations of positive experience of work of basic educational institutions; Disclosure of information about inclusive classes, forms and methods of training in them; monitoring of the functioning of the reference schools.

scholarly journals Investigations of pedagogues' attitudes to inclusive education and to children with disabilities in foreign scientific journals

2019 ◽  
pp. 201-204
Author(s):  
Ol'ga M. Khomutova
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Bibliometric Analysis ◽  
Inclusive Education ◽  
Children With Disabilities ◽  
Social Attitudes ◽  
Scientific Journals ◽  
Research Focus ◽  
Factors Affecting ◽  
Special Needs Education

The article presents a bibliometric analysis of the research of international journals "European Journal of Special Needs Education","International Journal of Special Education" and "International Journal of Inclusive Education" published from 2002 to 2018. The journals' selected articles related to the study of attitudes towards inclusive education and children with disabilities. We analysed the amount of publications in accordance with the selected parameters for each journal and for each year separately, their dynamics for the selected period, defined criteria: in terms of geography, category of children, research focus, category of pedagogues, factors affecting social attitudes. We proposed promising areas of study of the problem under study.

scholarly journals Golden Paper, a Chain and a Bag: A Phenomenology of Queer Things in a Special Needs Education Unit

2017 ◽  
Vol 11 (2) ◽  
pp. 60-69 ◽  
Author(s):  
Kristin Evensen ◽  
Øyvind Standal ◽  
Borgunn Ytterhus
Keyword(s):  
Special Needs ◽  
Children With Disabilities ◽  
Multiple Disabilities ◽  
Individual Child ◽  
Existential Meaning ◽  
Special Needs Education ◽  
Severe And Multiple Disabilities ◽  
A Chain ◽  
The Individual

Children naturally play with things in both expected and unexpected ways. A stick, a spoon, or a chain of pearls may each seem to contain a goldmine of possibilities for the individual child. Every child encounters an object according to their own predilections and abilities. Some children, due to severe and multiple disabilities, are restricted in their possibilities to approach certain things. In this paper, we explore the existential meaning of “queer things” as a way to understand how two children with disabilities reach out to objects in an educational space, where they relate to themselves, to things, as well as to others.

scholarly journals Corona virus (Covid- 19) and Education for All Achievement: Artificial Intelligence and Special Education Needs- Achievements and Challenges

2020 ◽  
Vol 5 (3) ◽  
Author(s):  
Yahya Muhammed Bah
Keyword(s):  
Artificial Intelligence ◽  
Special Education ◽  
Special Needs ◽  
Children With Disabilities ◽  
Education For All ◽  
Special Needs Education ◽  
Special Education Needs ◽  
Education Needs ◽  
Google Search ◽  
Relevant Education

The shortage of well trained teachers especially in special education is a serious problem worldwide. To attain education for all as enshrined in the Sustainable Development Goals (SDGs), there is urgent need for robot ways of solving this problem with grave consequences for the future of children with disabilities and special education needs. Thus, education delivery methods like other services need to be innovative. Information Communication Technologies (ICTs) have commenced to render such opportunities even in the delivery of special education needs through the Artificial Intelligence (AI) methods.The fundamental rationale for the systematic literature review is to examine achievements and challenges in the application of AI for teaching children with special education needs, share knowledge to spark and inspire processes that will usher rapid growth from all directions in ensuring quality and relevant education for children with disabilities using AI. A systematic review of the literatures using information collected from different sources was actuated. Google Search Engine was used to search for these articles. During the search numerous combinations of words and phrases were used to ensure articles reflect the most recent knowledge and scholarly works. In essence, only peer-reviewed articles published after 2000 were selected except extracts perceived to be of fundamental mileage to the study. However, articles published by staunch international organizations working in special education needs for years and has produced indefatigable knowledge in the field were stealthily appraised. The introduction of AI has made giant achievements in special education needs delivery and the achievements include but not limited to addressing written language, reading, listening, memory; and arithmetic problems of students with special needs education. Thus, notwithstanding the challenges more especially in the developing nations, AI has the power to enhance learning for children with special needs while curbing some of the problems such children are encountering in accessing quality and relevant education. In conclusion the findings revealed some significant achievements and the possibilities of more if the appropriate technologies are applied consistently with the right environment both in schools and homes. 

scholarly journals A study on the educational significance of special needs education in basis PHN education - 1st report

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
K Hirokane ◽  
M Inamoto ◽  
E Takata ◽  
R Okamoto
Keyword(s):  
Special Needs ◽  
Children With Disabilities ◽  
Teacher Experience ◽  
School Age Children ◽  
Professional Collaboration ◽  
Hearing Impairments ◽  
Related Factors ◽  
School Aged Children ◽  
Special Needs Education ◽  
Strongly Agree

Abstract Background For public health nurses to support school-aged children with disabilities who live in the community, it is necessary to understand the mechanism of special needs education and learn the inter-professional collaboration that takes place in it. A survey was conducted on school teachers supporting school-aged children with special needs, and the perception of educational significance in basic PHN education and its related factors were examined. Methods In December 2019, a survey questionnaire was sent to all 1,052 special needs schools in Japan. Of the 350 respondents, 330 valid replies were analyzed. Regarding the significance of providing special needs education in basic PHN education, we asked for answers on a four-point scale from “strongly agree” to “strongly disagree” and scored 4 to 1 points. Then, unpaired t-tests were performed between every two groups of “school-targeted type of disabilities,” “respondent's position,” and “respondent's perception/experience.” In addition, Pearson's correlation coefficient test was performed on the relationship with the years of teacher experience in special needs schools. Results Perception of the significance of providing education was as follows: “school-targeted type of disabilities” refers to school groups with hearing impairments (p < 0.05), “respondent's position” groups are special needs education coordinators (p < 0.05), “respondent's perception/experience” was significantly higher in the group with a high cognition of PHN work (p < 0.05) and in the group with experience of cooperating with PHN (p < 0.001). However, there was no significant correlation with the years of teacher experience in special needs schools. Conclusions There was a high perception of the significance of providing education in school groups with hearing impairment and groups with actual coordination experience, especially where early detection and care were particularly required, regardless of years of teacher experience. Key messages Special needs education should be included in basic PHN education to promote inter-professional collaboration for improving QOL of school-age children with disabilities living in communities. To foster the foundation for promoting special needs education in basic PHN education, in-service PHNs need to work closely with schools to meet their expectations for PHNs.

scholarly journals Exploring Implementation of National Special Needs Education Policy Guidelines in Private Secondary Schools

2021 ◽  
Vol 9 (1) ◽  
pp. 95-111
Author(s):  
Gift Mbewe
Keyword(s):  
Education Policy ◽  
Secondary Schools ◽  
Special Needs ◽  
Qualitative Methodology ◽  
Structured Interviews ◽  
Effective Implementation ◽  
Special Needs Education ◽  
Special Education Needs ◽  
Education Needs ◽  
Phenomenological Design

The implementation of the National Special Needs Education Policy Guidelines in Malawi began in 2009. There is limited literature on how the guidelines are implemented in secondary schools, particularly in private secondary schools of Malawi. Therefore, the study aimed at exploring the implementation of the guidelines in private secondary schools. The study used a phenomenological design and qualitative methodology. Data were generated through a triangulation of methods including semi-structured interviews, observation and document analysis. The data generated were analysed thematically. The findings revealed that there was a lack of thorough knowledge of the guidelines, resources for implementing the guidelines in private secondary schools were not available, and support for learners with special education needs was not sufficient. The results of this study indicate that communication with key school stakeholders is key for the effective implementation of the National Special Needs Education Policy Guidelines.

scholarly journals Strategies Used by Teachers in Readiness for Mainstreaming of Learners with Special Needs in Public Primary Schools in Masaba South Sub County. A Case Study of Kisii County, Kenya

2021 ◽  
pp. 55-66
Author(s):  
Jeremiah M. Moruri ◽  
Naftali K. Rop ◽  
Ruth J. Choge
Keyword(s):  
Special Needs ◽  
School Environment ◽  
Primary Schools ◽  
Simple Random Sampling ◽  
Social Model ◽  
Social Model Of Disability ◽  
Disability Theory ◽  
Special Needs Education ◽  
The Social ◽  
The Government

Mainstreaming is a concept and practice of educating learners with challenges in regular education settings. Mainstreaming advocates for education of all categories of learners without discriminating the specific group of individuals with disabilities. The study sought to assess strategies used by teachers in readiness for mainstreaming of learners with special needs in public primary schools in Masaba South Sub County, Kisii County, Kenya. The study was underpinned by the Social Model of Disability theory. Simple random sampling was used to select a sample of 234 teachers while purposive sampling was used to select the 25 headteachers from the schools which were used in the study. Questionnaires were employed for data collection. A pilot study was carried out in one of the schools within the study area. The study adopted survey research design to investigate the study variables. Both qualitative and quantitative approaches were used in analyzing data. The findings of the study found out that teachers’ attitude, professional development and experience influence mainstreaming. The study also observed that for mainstreaming to be achieved, the curriculum needs to be structured, teachers should be trained in special needs education, and the school environment should meet the needs of learners with special needs. It is recommendable that the government and all education stakeholders should jointly enhance expansion of facilities in the already established schools. This will encourage all teachers, trained or not to be ready to handle all categories of learners in the mainstream settings in Masaba South Sub County.

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