Integrating the Physically Disabled Children into Regular Schools in Kenya. An Analysis of Causes of Marginalization, the Life Situation of the Disabled Children and Proposals for enhancing their Inclusion and Welfare. A Case Study of Machakos District

Please use this identifier to cite or link to this item:
https://osnadocs.ub.uni-osnabrueck.de/handle/urn:nbn:de:gbv:700-2005122712
Open Access logo originally created by the Public Library of Science (PLoS)
Title: Integrating the Physically Disabled Children into Regular Schools in Kenya. An Analysis of Causes of Marginalization, the Life Situation of the Disabled Children and Proposals for enhancing their Inclusion and Welfare. A Case Study of Machakos District
Authors: Malinda, Harrahs Ndinda
Thesis advisor: Prof. Dr. Hildegard Müller-Kohlenberg
Thesis referee: Prof. Dr. Maud Zitelmann
Abstract: This study sought to find out the root causes of the marginalization of the physically disabled children in Machakos district of Kenya. It aimed at coming up with proposals for integrating physically disabled children into regular schools and to enhance their welfare. Through an analysis of the practice by the Small homes programme and the government s segregated special education provision, lessons for effective integration of the physically disabled children were learnt.The goal of this study was achieved by carrying out a research in Machakos district of Kenya. Data were collected by carrying out face-to-face interviews and one Focus group Discussion among a sample size of 170. The data were analysed using content analysis.The study findings show that although education is considered a basic right and need, its access and provision to the physically disabled children has experienced problems that impede its implementation. These include: - lack of clarity of the policy of integration, negative traditional beliefs towards disabilities, the approach of implementing integrated education, low parental participation, lengthy assessment procedures of disabilities, lack of adequate specialist teachers, limited data on disabilities and limited access to education caused by high fees levies, lack of suitable transport services and access to mobility aids and suitable physical environment and amenities.Further study findings show that Inclusive Education can work and that reservations to Inclusive Education can be overcome. The findings showed that the Small homes need to make their school environments least restrictive for the physically disabled children and to adapt an inclusive culture. Opposition to Special schools was based on the negative effects to the children including segregation, disruption to family life, low social and academic grounding.
URL: https://repositorium.ub.uni-osnabrueck.de/handle/urn:nbn:de:gbv:700-2005122712
Subject Keywords: disabled children; physically disabled; marginalization; Kenya; small homes
Issue Date: 27-Dec-2005
Type of publication: Dissertation oder Habilitation [doctoralThesis]
Appears in Collections:FB03 - E-Dissertationen

Files in This Item:
File Description SizeFormat 
E-Diss501_thesis.pdfPräsentationsformat3,74 MBAdobe PDF
E-Diss501_thesis.pdf
Thumbnail
View/Open


Items in osnaDocs repository are protected by copyright, with all rights reserved, unless otherwise indicated. rightsstatements.org