Leveraging technology to promote inclusion of children with developmental disabilities into mainstream learning in a rural setting in Kenya

• In Event: Data based decision making in ECD

Proposal

Background: Kenya has made strides in using technology to enhance the inclusion of children with disabilities in regular classrooms. However, focus has been on sensory disabilities (blindness or hearing loss) and mobility-related disabilities. Due to the complexity of their disabilities, the high cost of services, and the negative attitudes and stigma associated with them, children with developmental disabilities often face significant neglect. Also, use of technology for children with developmental disabilities is largely tailored towards healthcare, with limited focus on regular schools. This paper explores the use of technology to promote the inclusion of learners with developmental disabilities into regular schools in a rural setting in Kenya.
Methodology: We used data from an ongoing study being implemented in a rural setting in Kenya and is evaluating the status of the implementation of the 2018 Education Sector Policy for Learners and Trainees with Disabilities. The policy promotes the provision of education and training for learners and trainees with disabilities in Kenya. Provision of specialized learning resources, assistive devices and technology is one of the main statements of this policy. The intention was to provide and maintain quality specialized learning and assistive devices and adopt new technologies to improve learning and training in the targeted disability categories. We conducted three focus group discussions (FGDs) with teachers, four key informant interviews (KIIs) with curriculum support officers (CSOs) as well as engagement with key education stakeholders from national and Sub-national. We focused on understanding views, thoughts and opinions on different implementation strategies and ascertain how the use of technology has been integrated to promote the inclusion of learners with disabilities in regular schools.
Results: A range of innovative solutions that accommodate learners with disabilities into regular classrooms now exist in Kenya. At the national level, the Kenya institute of special education (KISE) has been equipped with the current technology to support inclusion of learners. Local implementing organizations have also supported schools with current equipment to have all children included in the regular schools. Electric wheelchairs, automated walking canes, modern braille and cerebral palsy walker were mentioned as some of the available equipment. Even though the advancement in technology has led to many improvements in promoting the inclusion of learners with disabilities into regular classroom, disparities in access and quality regarding the use of technology, assistive devices and specialized learning resources persist at sub-national levels. Teachers decried poor government support to procure the equipment need, negative attitude and high cost of acquiring current equipment as key barriers. These barriers were also mentioned during stakeholder engagements as major hinderance to the integration technology into learning for children with disabilities. Educational assessment centers (EACs) are ill-equipped to effectively support and place the children with developmental disabilities. Further, the available learning applications currently being used in Kenya are not accessible to children with developmental disabilities.
Conclusion: Children with developmental disabilities from the sub-national especially those from hard to reach areas still face discrimination even in the era of advanced technology. Proper strategies should be put in place for schools to include all children especially the areas of specialized learning and assistive devices as well as adopt new technologies.

Authors

• Silas Odhiambo Onyango, African Population and Health Research Center (APHRC)

• Patricia K Kitsao-Wekulo, African Population and Health Research Center