- Physical barriers remain one of the most visible challenges. Many schools lack the necessary infrastructure to accommodate learners with physical disabilities.
- Despite Kenya’s commitment to inclusive education, funding for special needs schools remains a significant challenge.
- It is time for government agencies, educators, parents, civil society organisations, and development partners to join forces and turn commitments into concrete action.
Inclusive education is a transformative approach that embraces diversity by ensuring all learners—regardless of physical, intellectual, social, emotional, linguistic, or other conditions—can access and thrive within mainstream education systems.
At its core, it promotes the right of every child to learn alongside their peers in a supportive and accommodating environment. For children with disabilities, this means breaking down systemic barriers that hinder their participation and achievement.
As the world moves toward more equitable and just societies, both global frameworks and national education policies increasingly emphasize the need for inclusion.
In Kenya, efforts are being made to align with international commitments such as the UN Convention on the Rights of Persons with Disabilities and Sustainable Development Goal 4, which calls for inclusive and quality education for all.
Yet, significant gaps remain in policy implementation, funding, and awareness—gaps that must be addressed to truly bridge the divide in education access.
Barriers for Disabled
Despite the growing awareness of the rights of children with disabilities to access quality education, numerous barriers continue to limit their full participation in learning environments.
These obstacles are deeply rooted in both the physical and social fabric of many education systems, especially in developing countries.
Physical barriers remain one of the most visible challenges. Many schools lack the necessary infrastructure to accommodate learners with physical disabilities.
Basic features such as ramps, wheelchair-accessible toilets, and adapted school transport are often missing, making it difficult or impossible for some children to attend school regularly.
The lack of inclusive design continues to isolate these learners and deny them equal opportunities.
Attitudinal barriers are more subtle but equally damaging. Stigma, discrimination, and misconceptions about disability persist among teachers, students, and even parents.
Children with disabilities are often seen as incapable of learning, leading to low expectations and exclusion from meaningful participation in classroom activities.
These negative attitudes not only hinder academic growth but also affect the self-esteem and social development of affected learners.
Curriculum barriers also play a significant role. Most educational materials and teaching methods are designed for the average learner, leaving behind those who require alternative formats such as Braille, sign language, or simplified content.
The lack of individualized learning plans or differentiated instruction further widens the learning gap, making it difficult for children with disabilities to keep up.
The shortage of trained personnel is another critical issue. Many teachers are not equipped with the skills needed to support inclusive classrooms or to address the diverse needs of learners with disabilities.
Also, there is a limited number of specialised support staff such as therapists, interpreters, and learning assistants, especially in public schools.
This shortage hampers the effective delivery of inclusive education and leaves both learners and teachers struggling.
Socioeconomic factors compound the problem. Many families of children with disabilities live in poverty and face additional costs related to care, transport, and assistive devices.
A lack of awareness about available services or the importance of education often leads to children being kept at home, isolated from their peers and the education system.
Addressing these barriers requires a multi-faceted approach that combines investment in infrastructure, teacher training, curriculum reform, and public awareness. Only then can the vision of inclusive education truly be realised.
Funding for Special Needs
Despite Kenya’s commitment to inclusive education, funding for special needs schools remains a significant challenge.
In the 2022/23 financial year, the government allocated Kshs. 12,510 per student as a top-up grant and Kshs. 23,000 for boarding fees for learners with special needs.
However, stakeholders argue that these amounts are insufficient to meet the comprehensive needs of these learners.
The distribution and sustainability of funding also pose challenges. A report presented to the National Assembly highlighted significant deficits in budget allocations for special needs education, indicating systemic issues in resource allocation.
Interestingly, proposals for the State Department of Basic Education have shown zero or inadequate funding for learners with special needs in public schools.
Stakeholders, including school heads, parents, and advocacy groups, have voiced concerns over these funding gaps. They emphasize the need for increased and targeted investment to ensure that learners with special needs receive quality education and support.
Without adequate funding, the goal of inclusive education remains elusive, underscoring the urgency for government action to bridge these gaps.
Inclusive Education Policies
Kenya has demonstrated a strong commitment to inclusive education through various policies and international agreements. The Constitution of Kenya (2010), the Basic Education Act (2013), and the Sector Policy for Learners and Trainees with Disabilities (2018) collectively aim to ensure equitable access to quality education for all learners, including those with disabilities.
These frameworks align with global commitments such as the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) and Sustainable Development Goal 4, which advocates for inclusive and equitable quality education.
Despite these robust policies, a significant gap exists between policy formulation and practical implementation in mainstream schools. A study revealed that only 35.4% of schools had access to the Basic Education Act, and none possessed the 2018 Sector Policy for Learners and Trainees with Disabilities, indicating a lack of awareness and dissemination of these critical documents.
Teacher training, curriculum development, and monitoring are pivotal in bridging this gap. Initiatives like the Teachwell program by the African Population and Health Research Center (APHRC) have been instrumental in enhancing teacher competencies to support inclusive education within Kenya’s competency-based curriculum.
However, the shortage of adequately trained special education teachers and support staff remains a challenge
Success stories from counties like Homa Bay and Turkana highlight the positive impact of inclusive education practices. Collaborations involving the Ministry of Education, Kenya Institute of Curriculum Development, and county governments have led to the development of inclusive Early Childhood Development Education (ECDE) programs, emphasising the importance of multi-stakeholder engagement.
Partnerships with NGOs and international organisations have further bolstered inclusive education efforts.
Organisations such as Windle International Kenya and Voluntary Service Overseas (VSO) have been active in providing access to quality education for marginalised communities, including refugees and learners with disabilities.
To realize the full potential of inclusive education policies, it is imperative to ensure widespread dissemination of policy documents, invest in comprehensive teacher training, and foster collaborations between government entities and development partners.
Such concerted efforts will pave the way for an education system that truly accommodates and supports all learners.
Advisory Call
It is time for government agencies, educators, parents, civil society organisations, and development partners to join forces and turn commitments into concrete action.
This means investing in inclusive infrastructure, training teachers, providing adequate learning materials, and promoting positive attitudes toward disability across society.
In any case, “we are all candidates of disability”. We must mainstream disability.
The benefits of an inclusive society extend far beyond the classroom.
When we remove barriers and unlock the potential of every child, we create a nation where everyone has the opportunity to contribute meaningfully. Inclusion is not just about helping a few—it’s about building a future where no one is left behind.
