Special education in Kenya evolution or revolution: comparison with the British system of special education

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Oketch, Skeeter A.
Gibson, Kay L.

Disability is not inability. A common phrase used so many times. What are we doing to prove this phrase right? The purpose of this thesis was to examine the plight of children with disabilities in Kenya, what systems have been placed in Kenya to assist students with disabilities and what the government and community has done to help and provide independence to these children with various disabilities in the country. Comparisons were made to the British education systems since Kenya was a British colony, to come up with best practice and offer solutions if any that can be introduced in Kenya, to improve the special education system. The thesis also looked at Nigeria a country in Africa that has one of the best special education systems in Africa, and a former British colony to come up with recommendations to help improve special education in Kenya. A historical qualitative research method was used to compare these three systems to gather information on how far both Britain and Nigeria have improved their special education system, long after the British set education systems in both Kenya and Nigeria. It was concluded that inclusive education had proven a success in both Nigeria and Britain in providing independence and transition to adulthood to children with disabilities with minimal assistance where necessary. Kenya has a plan that includes mainstreaming students into the general education classrooms, however, most of this is in draft form, and much must be done for this to be effective. Another important recommendation was public awareness, since there is a lot of ignorance in Kenya in the area of disabilities.

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Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction