BASELINE ASSESMENT FOR

INCLUSION EDUCATION
KIAMBOGOKO AREA DEVELOPMENT PROGRAMME

WORLD VISION KENYA

KAREN ROAD OFF NGONG ROAD
P.O.BOX 50816-00200
Nairobi, Kenya

# PA-EARO-002057, PHASE: BASELINE

SUBMITTED TO WORLD VISION KENYA

SEPTEMBER 2016

Table of content
List of tables.............................................................................................................. iii
List of figures............................................................................................................. iv
List of Acronyms and abbreviations............................................................................v
Acknowledgement..................................................................................................... vi
Affirmation................................................................................................................ vii
DEFINITION OF TERMS............................................................................................. viii
INTRODUCTION........................................................................................................... 1
EXECUTIVE SUMMARY................................................................................................. 2
THE NATIONAL FRAME WORK AND POLICIES FOR EDUCATION OF CHILDREN
WITH DISABILITY IN KENYA................................................................................... 5
National frameworks and policies............................................................................... 5
The Constitution of Kenya, 2010..........................................................................5
Special Needs Education policy the special Needs Education policy 2009.................6
Education Act (2013).............................................................................................. 6
National Development Plan (2002- 2008),..................................................................7
Vision 2030,................................................................................................................ 7
BASELINE NEEDS ASSESSMENT, METHODOLOGY AND APPROACH...........................11
Review of existing and relevant literature................................................................11
Preparation of data collection tools..........................................................................12
Sampling and sample sizes................................................................................. 12
Sampling procedures and data collection methods........................................13
Stakeholders............................................................................................................. 14
Ethical considerations in interviewing children...............................................14
Baseline Assessment limitations........................................................................14
FINDINGS OF RAPID ASSESSMENT ON INCLUSION EDUCATION.................16

Introduction........................................................................................................... 16
Age category and educational level of the parents..................................................17
Income of parents/caregivers of children with disabilities........................................17
The number of children with disability currently in regular schools within the ADP
area:......................................................................................................................... 18
SUMMARY RECOMMENDATIONS AND CONCLUSIONS................................................24
Recommendation..................................................................................................... 26
CONCLUSION............................................................................................................ 27

List of tables
ii

Table 1: Gender of parents/care

givers 17
Tab 2: Participation of children with disabilities in Academic non-academic
activities...21
Table: 3 Availability of resource materials..
....23
Table 4: Summary of recommendations by CWDS..

. 25
Table: 5Summary of Recommendations by Key stakeholders.

...25
Table: 6Summary of recommendations by parents of CWDS ...

.26
Table: 7 Summary recommendations by Youth with
disability.26

iii

List of figures
Figure 1: Age category and education Level of parents
targeted.... 18
Figure: 2: Income of parents/caregivers of children with
disabilities..19
Figure 3: The number of children with disability currently in regular
schools..... 19
Figure: 4 Weather the school is disability
friendly20
Figure: 5 Access to rehabilitation services for children with disabilities.
.......22
Figure 6: What is keeping Children away from
school..23
Figure: 7-Youth with disability and
School...24

iv

List of Acronyms and abbreviations

APDK
ADLs

Association for the Physically Disabled of Kenya

Activities of Daily living

ACCESS

Accelerating Core-Competencies for

Wheelchair Service and

support
ADP

Area Development Programme

CBR

Community based rehabilitation

CBO

Community based organization

CHW

Community Health Workers

CHEW
CVA

Community Health Extension Workers

Citizen Voices Actors

CWD

Children with Disability

DPO

Disabled peoples Organization

EARC

Education Assessment resource centres

FBO

Faith Based Organization

FGD

Focused Group Discussion

KII

Key Informant interviews

KNCPWD

Kenya national Council of People with Disability

MR

Mentally Retarded

NGO

Nongovernmental organization

OT

Occupational Therapist/Orthopaedic technologist

v

PA

Participatory Assessment

PWD

People with Disability

KNSPWDs

Kenya National Survey of People with Disability

SGSDO

Sub county Gender and Development Officer

SHGs

Self-help groups

WHO

World health Organization

WVK

World Vision Kenya

Acknowledgement
The baseline Assessment on educational needs for children with disability
was undertaken by the Accelerating Core-Competencies for effective
wheelchair service and support (ACCESS) programme staff, Referral actors
for

the

community

in

Kiambogoko

(Kiambogo

and

Kongasis

sub-

location),World Vision Kiambogoko ADP office. Local leaders, faith based

organizations. The Nakuru County government line ministries with support
from the World Vision National office, EARO office for availing the funds to
undertake this Area Program and Mrs Celestine Omondi who participated as
a private consultant. The team remains unreservedly thankful to World Vision
Kenya (WVK) for the unlimited support they accorded this Baseline survey
both in technical and financial support. The team would like to thank the
administration of WVK, Kiambokogo ADP, for their support in ensuring the
smooth running of the exercise and giving us reflective information with
regard to geographical area and identifying the community focal point
persons of the program
In addition to interviewing children and parents in all targeted communities,
the Referral Actors staff also met and discussed with numerous stakeholders
in the target project area who shared relevant information upon which we
have been able to draw conclusions and recommendations. All these are the
real owners of the information used in preparation of this report. Many
vi

people consulted in the assessment took time for in-depth interviews and
gave useful insights on achievements and what could be strengthened.
Without their inputs, this assessment would not have been successful. We
sincerely hope the assessment will enhance the awareness and importance
of inclusion education for Children with Disabilities. Improve work of ACCESS
and contribute to delivery of impact oriented quality services to Children
living With Disability.
All The Glory and Honour be to our God for all His Grace and Goodness to us.
Thank you all!

Affirmation.
This evaluation is our own work undertaken to identify the educational needs
for children with disabilities. The needs assessment is a Learning System on
what are the educational needs for children disability within the Kiambogoko
ADP and to compliment the work of ACESS project. References used in this
document have been acknowledged to their authors and sources.
Primary quantitative and qualitative data collected throughout the Area
Program Needs assessment process remains the property of the communities
and families described in this document. The information and data of the
measurement exercise shall remain the property of World Vision Kenya and
Kiambogoko ADP community and their use should be done with their
consent.

Consultant,
September 2016

vii

DEFINITION OF TERMS
The following are definition of specific terms used in the study report:
Assistive Devices
These are appropriate aids, appliances, technologies and other support
systems that facilitate effective learning of learners with special educational
needs.
Inclusive Education
It is a learning environment that provides access, accommodation and
support to all learners.
Learners with Special Educational Needs
These are learners who require special service provision and support in order
to access education and maximize their learning potential.
Special Needs Education
It is a system for providing a conducive learning environment for learners
who may require extra support in order to achieve their potential.
Special School

viii

A school that provides educational and other related services solely to

learners with special educational needs and is staffed by specially trained
teachers.
Special Needs Education Teacher
A teacher trained to assist learners with special educational need

ix

CHAPTER ONE
1.0 INTRODUCTION
Credible sources perceive inclusion in education as a process of addressing
and responding to the diversity of needs of all learners through increasing
participation in learning, cultures, communities and reducing exclusion within
and from education (UNESCO, 2005).The purpose of this baseline needs
assessment is to provide information base on what exists in Kiambokogo
ADP, Nakuru County on inclusion education for children with disabilities. The
effectiveness of existing structures in implementing matters of education for
children with disability. The assessment looked at the available economic and
social structures that support the education of children with disabilities in the
mainstream schools of Kiambokogo ADP of Nakuru County.
This report has been prepared based on the information and evidence
gathered during the baseline process from primary and secondary sources. The
quantitative information gathered during the household survey was analysed to
address the baseline objectives. The assessment sought to analyse the

Government level of participation in terms of ownership, resource allocation

and policy influence on disability and inclusive education at the county level.
This assessment also looked at the level of community awareness on matters
of inclusion education and the support the community offers in this aspect.
The level of skills available in the learning institutions especially the teaching
staff in handling and inclusive learning environment was analyzed.
The baseline assessment provided recommendations on key strategies to
strengthen

existing

structures.

To

ensure

sustainability

of

implementation on inclusion education as a cross cutting agenda in

the development work for WVK, Kiambokogo ADP Nakuru. The
village elders from Tangi sita and kongasis acknowledged interacting
with disability agenda and service through the ACCESS project of
World Vision. Two teachers one from Kongasis and Eburu were aware
1

of the ACCESS project support of children with wheelchair for

mobility but not direct learning input.

1.1 EXECUTIVE SUMMARY.

The executive summary highlights major outcomes of rapid assessment done
to identify educational needs for children with disabilities, at Kiambokogo
ADP Nakuru in the month of September 2016. The assessment covered
Kiambokogo ADP of Nakuru County in the Northern Rift of Kenya which
covers Elementaita Division, Oljorai and Kiambokogo.
The following objectives guided the assessment, to measure access to
appropriate quality education for girls and boys with disability, to determine
accessibility of Education assessment centres and their capacities, to
determine Capacities of Community groups to advocate for (disability)
inclusive education, to determine the number of children currently in regular
schools within the ADP area, to establish the number of CWDs of school
going age who are not attending school, to determine the challenges that
CWDs face in accessing education in ADP area, to determine the challenges
teachers face in delivering education for CWDs in the ADP area and to assess
vocational and technical education needs for out of school youth with
disabilities for employment, self or otherwise.
Pre-test was done on the tools to determine the smooth flow of the questions
and amended. The selected samples were, 24 respondents as follows, 12
parents/care givers of children with disabilities, 2 teachers, 4 children with
disability and 3 children without disability, two community opinion leaders
and 1 Clinical Officer in-charge of a Health Centre. The pre-test samplings
were excluded in the actual assessment.
The study applied purposive sampling method through the earlier identified
households with the ACCESS project and snowballing to draw 241
respondents which makes (80%) of the targeted 300 respondents. 90
Parents/ care-givers of children with disability which represents (37%) of the
2

targeted population, gender segment of the parents and care givers was
male 27 (30%) and female 63(70%), 10 Teachers ,3 Head teachers ,40
Children with disability(17%), 25 children without disability (10%), 38 youth
with disability(9%), 14 Key informants (5%), 10 referral actors(4%), 3 support
groups of 29 people(12%) and 2 EARC Centre representatives. Qualitative
and quantitative methods were applied in gathering information through use
of, questionnaires, one-on-one interviews, focus group discussion, key
information informants (KII) stakeholders and observation was also applied in
assessing the environmental accessibility.
The major findings are 65 children were interviewed 40 with disability
representing 17% of the targeted population and 25 without disability
representing 11% of the targeted population, the gender of the children were
37 boys (56%) and 28 girls (44%). 24 of the interviewed children with
disability were in school (10%),while 16 were out of school (6%).30 other
children were out of school in their neighbourhood as mentioned with other
children during the interviews.15% of the children who participated in this
study expressed that they faced discrimination at school and were rarely
involved in decision making.
Teachers expressed during the interviews that they face challenges in
delivering inclusion education due to high teacher pupil ratio of 1:56. The 10
teachers who participated in this assessment indicated the lack of adequate
learning resources and out of the 126 teachers in the division only 16
teachers are trained in special needs education. The children with physical
disabilities also lacked school ready skills such as feeding, communication,
toileting and appropriate social behaviour.
Parents of children with disability (21%) who participated in the study
expressed fear of having the children attend regular schools and preferred
special schools. However, the physical accessibility and commuting for
children with disability is a challenge due to the environmental terrain. The
Educational assessment and resource centres charged with the placement of
children with disability in schools are not easily accessible since they are at
the county level. Some of the children with disability are admitted in schools
without EARC assessment and an official expressed the under resourced EARC
centers which cannot carry out all its activities like getting to the community level,
capacity building for the teachers and parents.

Of the 38 youth who participated in the assessment, 28 were aware of

ACCESS project and raised issues of mobility in accessing school and lack of
technical skills for economic empowerment, and this made them dependent
on other house hold members or social welfare. They expressed that this
may not allow them to participate actively in matters of inclusion education
advocacy.
1.1.1 The recommendations for the baseline assessment are,
Development of policy guide lines for World Vision Kenya, for the
implementation of disability initiative in the organization is therefore
appropriate.
The disability component should not be implemented as a standalone
project but as cross cutting issue in the World Vision Kenya programs.
Capacity building for the staff especially in World Vision Kenya National
Office, Kiambokogo ADP, will be in order to undertake mainstreaming
of disability agenda seamlessly with other on-going programs of WVK.
A multi sectorial approach will be used in the management of Special
Needs Education.
Developing and enhancing strong links between schools, homes and
communities through networking and partnerships Involving parents,
local communities, local NGOs and relevant government departments
in improving and creating sufficient and appropriate infrastructure and
also making sanitation facilities safe, clean and accessible to all,
especially those with physical disabilities.
Creation of mass awareness among all the stake holders on the plight
of learners with special needs and especially establish collaboration
between the teachers and parents. This will go a long way in changing
the negative attitude towards implementation of the SNE program.
More investment in the Education Assessment and Resource Centers to
be considered in order to enhance their resources both in equipment
and staff. Transport to perform outreach assessments should be
provided and facilitate the opportunity for EARC staff to act as
community liaisons- garnering support in the local communities for
inclusive education and working to address the stigma associated with
disability and education at the community level.
The Baseline Needs Assessment results indicate that there is a need for
WVK Kiambogoko ADP to take a strategic role to co-ordinate the various
sectors involved in the community working with children, youth,
households and schools on disability initiatives to collaboratively improve
the education and social economic outcomes on disability initiatives.

CHAPTER TWO
2.0 THE NATIONAL FRAME WORK AND POLICIES FOR EDUCATION OF
CHILDREN WITH DISABILITY IN KENYA
This chapter will present the legal document that give guidance to the
implementation of education in Kenya. Education and training in Kenya
presently has its legal basis in the Education Act of 1968 and other related
Acts of Parliament, including the TSC Act, the KNEC Act, the Adult Education
Act, and various Acts and Charters for universities. However, the Education
Act of 1968, and related Acts are not harmonized, and are no longer
adequately responsive to the emerging environment created by the
Constitution (2010) or to Kenya Vision 2030.

2.1 National frameworks and policies

i.
The Constitution of Kenya, 2010
Kenya adopted a new constitution in August 2010 that contains a
substantially improved Bill of Rights and represents a real change in the
protection of the right to equality and non-discrimination in Kenya. A
5

commitment to the principles of equality and non-discrimination is expressed

throughout the Constitution with equality being listed as one of six essential
values upon which governance should be based on. These expressions of
principle are given legal force in article 10 prohibiting discrimination on an
extensive list of specified grounds namely race, sex, pregnancy, marital
status, health status, ethnic or social origin, colour, age, religion, conscience,
belief, culture, dress, language, birth or disability. The 2010 Kenya
Constitution commits the government to making sure that people with any
sort of disability can access relevant education and training and that all
schools are able to include children with disability.
The Constitution of Kenya has provisions for childrens right to free and
compulsory basic education, including quality services, and to access
educational institutions and facilities for all persons including those with
disabilities. According to the Constitution, there should be adequate
participation and representation of minorities and marginalised groups in all
spheres of life, Article 43(1) of the Constitution states that every person has
the right to education, Article 53(1) b states that every child has the right to
free and compulsory basic education and Article 54(1) b states that a person
with any disability is entitled to access educational institutions and facilities
for persons with disabilities that are integrated into society to the extent
compatible with the interests of the person. Finally, Article 56 on minorities
and marginalized groups requires the state to put in place affirmative action
Programmes designed to ensure that minorities and marginalized groups are
provided special opportunities in educational and economic fields.
ii.
Persons with Disabilities Act, 2003.
The Persons with Disability Act which was passed by Parliament in 2003 and
came into force in 2004, is the national law relating to persons with disability
in Kenya. It recognizes that persons with disability face discrimination in
various forms and that the government shall take steps to the maximum of
its resources to achieve the realization of the rights of persons with disability
as set out in the Act. Persons with disabilities Act (2003) article 18 states that
no person or a learning institution shall deny admission to a person with
disability and learning institutions shall take into account special needs of
PWDs.
iii.

Special Needs Education policy the special Needs Education

policy 2009.

This policy was developed in Kenya to address critical issues related to

education for learners with disability. The policy states that the overall goal
of education is to achieve Education for All (EFA) by 2015 in line with global
and national commitments. The policy has a mission to create a conducive
environment for learners with disabilities in order for them to have equal
access to quality and relevant education. The policy was launched in 2010
but was not well disseminated nor was it implemented as resources were not
allocated to it. Education plan 2013 -2018,The Education Act 2013 outlines
the need to increase access, enhance retention, improve quality and
relevance of education, strengthen early identification and assessment and
ensure equal opportunities in provision of education for CWDs. In this
document there is still a lot of focus on special institutions and special needs
education and this does not bring out implementation of inclusive education
in the Kenyan education system. According to draft Education policy (2012)
the enrolment of learners in special institutions and units currently stand at
102, 749 students, of which 21,050 are in special schools and 81, 649 are
enrolled in integrated special units at both primary and secondary schools.
According to estimates this enrolment figure represent about one-third of the
expected number of learners with special needs (NESSP draft 2012). The
overall goal in special needs education according to the policy is to enhance
access, equity, relevance and quality of education for learners with special
needs.
iv.
Education Act (2013).
Article 44 (4) states that the cabinet secretary will ensure that every special
school or educational institution with learners with special needs is provided
with appropriate trained teacher, non-teaching staff, infrastructure, learning
materials and equipment suitable for learners with disability. Article 46 (1)
cites the duty of county education Boards in consultation with relevant
county government to provide for Education Assessment and Resource
Centres (EARCs) including a special needs service clinics to: study of
children with special education needs, giving advice to parents and teachers
on appropriate methods of education and giving advice to county education
boards regarding assessment of the needs of any child. The Learners with
education bill (2012) that was fronted by DPOs and disability rights
organizations was approved as part of Education Act 2013 and is a binding
document. Each directorate/council is currently developing guidelines to
operationalize the Act.
v.
Free Primary Education, 2003,

Crucial to the attainment of universal primary education, removes all levies

that previously prevented children especially those from poor economic
backgrounds from accessing education. The scheme has been extended to
special education and schools for children with disabilities, through the
provision of additional funding to meet the needs of children with disabilities
in schools.
vi.

National Development Plan (2002- 2008),

Focused on strengthening vocational rehabilitation centers for people with

mental and physical disabilities and affirmative action in areas of
employment, vocational training and education.
vii.
Vision 2030,
Provides a long-term development framework and initiatives aimed at
sustaining rapid economic growth and tackling poverty. The plan follows soon
after the implementation of the Economic Recovery Strategy (ERS), 20032007. Under Vision 2030, Kenya hopes to become a globally competitive and
prosperous nation with a high quality of life by 2030.
viii.

Millennium Development Goal No.2-Achieve universal primary

education
This is the only absolute goal with 98% of children with disabilities in
developing countries not in school it will be impossible to achieve unless
they are explicitly brought into the equation. This goal will not be reached
unless all children can access primary education. It is shown that many
children do not attend primary school because of their disabilities.
Implementers should therefore prepare a budget for this category of
children.
ix.

Other additional documents that guide on education policy for

special needs education.
The World Disability Report, 2011
The World Report on Disability is a joint initiative by the World Health
Organization (WHO) and the World Bank Group, to provide a comprehensive
description of the importance of disability and the responses based on the
best available scientific information and recommendations for action. The
scope of the World Report is broad and it tackles the very complex measures
to improve accessibility and equality of opportunity; promoting participation

and inclusion; and increasing respect for the autonomy and dignity of
persons with disabilities.
The WHO World Bank Report (2011) estimates the prevalence of disability to
be at 15% of the world population. Chapter seven of the report focuses on
education and gives statistics of 50.6% of males with disability having
completed primary school, compared with 61.3% males without disability
and 41.7% of females with disability having completed primary school
compared with 52.9% of females without disability. Such statistics highlight a
gap in the enrolment for PWD in basic education compared to those without
disability.
x.
Education Assessment and Resource Centers
On 1stSeptember, 1984, the Government of Kenya set up 17 Educational
Assessment and Resource Centres (EARCs) as a national project funded by
DANIDA. On 16th January, 1987, an agreement was signed between the
Government of Kenya and the Government of Denmark extending the EARCs
project. As a result of this agreement, each of the 41 districts in Kenya
established its own EARC in 1988. By 1991, an additional 250 sub-centres
had been established.
The EARCs were set up to provide support to children with special needs and
disabilities. Due to the success of the EARCs programme, expansion of
provision has taken place to a level where currently, every district in Kenya
either has an EARC or can access the services provided by an EARC. The total
number of operational EARCs is currently 200.Administration of EARCs: Since
1987, overall responsibility for the administration of the EARC Programme
has been with the Ministry of Education, Director of Quality Assurance &
Standards, (Special Education and Assessment Unit). However, when the
Ministry was divided into Directorates, Basic Education also established a
Special Needs Education section. The two Directorates now jointly manage
the activities of EARCs in relation to administration, maintenance of
standards, professional development and quality assurance. At the District
level, EARCs are directly line managed by the District Education Officer
(DEO).
The EARCs are lead and managed by a coordinating assessment teacher
assisted by assessment teachers who are trained in different disciplines of
special educational needs and disability. These teachers and other
professionals form the assessment team.

xi.

The role and function of Educational, Assessment and

Resource Centres (EARC):
The main purpose of EARCs is to ensure the early identification, assessment,
intervention and placement of children and young people with special needs
and disabilities in an appropriate education or training setting or programme.
The assessment of a child involves several resource persons and
professionals including the following: a doctor, nurse, clinician, counsellor,
occupational therapist, vision therapist, (The following information was
obtained from a report from the Ministry of Education on the role of EARCs).
the Educational Assessment and Resource Centre (EARC), regular teacher,
parents, a social worker, audiologist, ophthalmologist, paediatrician and any
other relevant professional. An EARC consists of a co-ordinator and teachers
trained in special needs education who work together and liaise with other
professional staff to support children and young people with special needs
and disabilities. EARCs specifically support children and young people by:
Referrals of children with disabilities to special schools if their needs cannot
be met in a regular school or special unit; Referrals of children with
disabilities for medical examination and/or treatment; Integration and
inclusion of children with disabilities into regular mainstream schools;
Regular visits to special schools and other schools where the children are
included in order to give extra support where necessary; They may also be
referred to a paediatrician, to appropriate therapists or a hospital for
treatment of their disability if this is necessary.
Peripatetic services are also based at the EARCs.Other services provided by
the EARCs.For parents: Awareness raising on the rights of children and young
people with special needs and disabilities to receive education and training;
guidance, counselling and information on supporting their children; Advise
parents on where to seek for help; Form groups of parents of children with
disabilities, who live close to each other for purposes of sharing information
and supporting each other; practical demonstrations on how to manage their
children within the home and how to make assistive devices which will help
their children; For other professional groups: Advice, guidance, seminars and
in-service training courses for teachers, health and social workers on how
best to manage disability and integrate/include children and young people
with special needs in a regular school setting; Short courses, seminars and
workshops on supporting children and young people with special needs and
disabilities.
xii.

Ministry of Education Quality Assurance and Standards Department

10

The Quality Assurance Department of the MoE is responsible for maintaining

standards according to the education policies in place. Currently, the Quality
Assurance department is responsible for the correct implementation of the
national curriculum and issues of student access to the curriculum as well as
student retention. Because they oversee all students, this department is also
responsible for children with disability accessing the curriculum and their
retention in school. This department will be key in any review of the Special
Needs Education policy that is conducted. Quality Assurance Officers at the
ground level conduct assessments of schools to make sure they comply with
policies and that children are accessing the curriculum. However, their
knowledge on disability is limited so they may overlook barriers and
challenges for children with learning needs.
xiii.
Quality Assurance and Standards of Education in Kenya,
This is a function of the Directorate of Quality Assurance and Standards
which is the professional arm of Ministry of Education. Though there existed
a supervisory system during the colonial period on the formal schooling
system which was established by 1927, the modern Inspectorate in
independent Kenya was initiated through the recommendations of the Kenya
Education Commission of 1964. The directorate was set up over 30 years
ago.
The directorate was renamed recently so in 2003 (it was formerly the
Inspectorate Division) after the rationalization of the operations of the
Ministry of Education headquarters staff and the setting up of the five
directorates manning education. These included the Directorate of Basic
Education, Directorate of Policy and Planning, Directorate of Quality
Assurance and Standards, Directorate of Higher Education and the
Directorate of Technical Education (the latter two have since been moved to
the Ministry of Higher Education and Ministry of Science and Technology).
The mandate of the Directorate subsequently changed from that of control to
the one of quality audit and quality development with a view to providing
support services to all education institutions and stakeholders. The
objectives of the Quality assurance and Standard Department are to: Have a
regular reporting to the Ministry of Education on the general quality of
education in Kenya at national, provincial, district and school levels with
reports on specific aspects of education as required

11

CHAPTER THREE
3.0 BASELINE NEEDS ASSESSMENT, METHODOLOGY AND APPROACH
Introduction
This chapter presents the methodology and approach used in this baseline
assessment. Specifically, the processes involved in the assessment are
outlined

and

sample

selection

and

distribution

across

the

different

beneficiary categories and areas discussed. The section further discusses the
ethical issues in interviewing children which guided the assesments
interaction with all children met during this exercise.
3.1 The processes
The

assessment

covered

Kiambogoko

ADP

areas

of

TangiSita,Olepolos,Kongasis
B,Keriko.Kahuho,Meli,TangiTano,Kanorero,Mnada,Njeru,Manyeki,Nyaturu,Mas
too,Oldonyoburu and Gituamba,in the locations of Oljorai and Kiambogo.all.
12

Quantitative and qualitative methods were used in the study. Several

activities which sequentially led to each other were undertaken as described
below. The assessment was carried out in September 2016.

3.2 Initial preparation

Several preparations and online consultation were held between World Vision
Kenya, KiambogokoADP and the Consultant to plan and agree on the
roadmap to execute the assessment. The ToR, schedule of activities, share
key tasks and preparation of the assessment budget. This was completed in
August 2016 after WVK approved the ToR, schedule of activities and
assessment budget.
3.4 Review of existing and relevant literature
Relevant literature was reviewed to gain more understanding of issues
relating to disability. Some of the materials reviewed online include reports
by World Health Organization (WHO) done in October 2006, Kenya national
survey for persons with disabilities (KNSPWDs) of 2007, relevant sections of
the Constitution of Kenya, ACCESS project Kiambogoko baseline survey
report. Kiambogoko ADP Design Document 2013-2017, Frame work on
inclusion education document of (2008), Draft education Policy of 2012,
persons with disability education act of (2003) various legal frameworks and
documents

3.5 Preparation of data collection tools

Quantitative and qualitative tools were developed to aid data collection from
a broad spectrum of target group and project stakeholders. Quantitative
tools featured semi- structured questionnaire that were administered to
parents/ guardians of children with disability. Qualitative tools featured an
FGD guide targeting children with disability (CWD), youth with disability and
support groups of parents/ guardians of CWD. Project stakeholders were
interviewed using Key Informant guide that was carefully designed to elicit

13

relevant information. Both Key informant and FGD guide comprised of

quantitative

information

which

sought

to

enlist

data

on

CWD

and

stakeholders perceptions on project achievement. Draft data collection tools

were presented to the entire team for review and input during an orientation
meeting at Kiambogoko resource centre. See annexed tools.
3.6 Piloting of data collection tools
Questionnaire for parents, FGD guide for children, youth and support group
were pretested in Tangi Sita,Olopolos, KogasisBKeriko and Kahuho on 14th
September 2016. The aim of pretesting was to assess the logical flow of
questions, get time estimation and check for any errors in the tools. Four (4)
questionnaires for parents and one FGDs comprising of youth Two (2), Adults
(2) Two with disability, Teachers (2) opinion leaders (village elders) KII Two (2)
were tested and specific changes were done on the tools.

3.7 Sampling and sample sizes

A total of 241 respondents were reached in this study. This sample was
informed by the need to allocate the sample across the target villages and at
the same time maintain a representative sample which can sustain analysis.
Children with disabilities were 40 (16%), children without disabilities 25
(10%), parents/care givers were 90 respondents (37%), 3 FDG for youth
groups with disability total of 24 youth. Key informants interview, 2 incharges of health centres Kongasis health centre and Eburu PCEA health
centre. 2 social workers,5 support groups with a total of 31 participants
(13%),4 local administrators,2 village elders of 1 in Kambi Turukana and 1 in
olepolos, 10 Referral actors (4%) and 2 EARC representative ( 1%).
3.8 Sampling procedures and data collection methods
The study set out to generate findings that reflected the status of the
inclusion education. Special attention was paid to the principles of inclusion
and non-discrimination by ensuring gender balance and participation of
children with disability as well as the youth in the assessment. With the
14

nature of the target group who majority could not express themselves a
purposive sample selection methods were used to only select those who
could speak or communicate. The project area was divided into six blocks
(for purposes of this baseline assessment). In each of the villages a sample
of parents, CWD, youth with disability and support groups were selected.
Stakeholders who have worked in collaboration with WVK Kiambogoko ADP
project. It was purposively selected as described in more detail below. Note
however, the assessment in many instances did not follow statistical
sampling methods in selection of respondents.

Selection of parents, YWD

and CWD was solely based on convenience, availability and in some cases
the ability of the respondents to engage in discussion.
3.9 Children
65 children participated in Interviews (26%) and FDGs,40

children with

disability participated at 16% and 25 children without disability 10%, some

were purposely selected from the list of beneficiaries with the WVK
Kiambogoko ADP/ACCESS and some were identified by the other parents/care
givers

of children with disability and school teachers and pupils

The

nature and condition of the target group in project prompted the assessment
to conveniently select more children who could express themselves other
children voices were represented through the teachers and parents. In this
regard the assessment allowed participation of person with ages of 25 and
below in the children FGDs. In the spirit of inclusion, the team agreed on 10%
of children without disability to participate in the FGDs which allowed
representation of their views and perceptions because they interact with
CWD.
3.10 Parents/Guardians
Besides children 90 parents/caregivers (37%), were interviewed using a semi
structured questionnaire were targeted in the 27villages. The gender
presentation of parents were male 27 (30%) and female 63(70%), the
parents formed the assessment unit of analysis and their feedback is widely
referred to in this report. These were people who are either parents or lived
15

with CWD in their households. Sampling ensured that parents across the
WVK Kiambogoko ADP catchment area were selected for the assessment as
proposed in the ToR.

3.11 Stakeholders
A broad range of stakeholders were interviewed as key informants.
Stakeholders were purposively sampled, they included; Village elders, Head
teachers/deputy teachers, class teachers, clinicians, Educational assessment
and resource centre staff, 1, 1 District children officer,2 Hospital In charges, 1
Community health strategy coordinator, 3 Community Health extension
workers, 10 Refferal Actors, and 1 NGO.
3.11.1 Ethical considerations in interviewing children
The nature of the target respondents for the assessment required special
attention in handling them especially children who participated in the FGDs.
All Referral Actors who were involved in the assessment are aware and have
been sensitized on WVK child protection policy hence aspects of child
protection and safety were highly adhered to.

Specifically, teachers and

parents of all children targeted had to give and sign an informed consent
before the interview. Confidentiality of the children interviewed and the
information they shared with the assessment team was also guaranteed. The
do not harm principle was also observed and all staff involved had and has
been working with the community in ACCESS project hence had previous
knowledge and expertise in handling children with disability.
3.11.2 Baseline Assessment limitations
The assessment progressed without any major problems. However, there
were a few challenges that were encountered. The challenges included:
Some form of disabilities among the targeted children inhibited their direct
participation in the FGDs. Children who mentally incapacitated had a
challenge in expressing their opinions. This called for the assessment team
to be cautious and exercise patience which made some of the sessions to
take more time than expected. In some FGDs some of the participant gave
16

zero response even on some of the questions that required response for
quantitative coding.
In some instances respondents only gave those responses that they felt
suited the referral actors who they interact with on daily basis. Although
these

instances

may

be

minimal

where

they

occurred

substantive

information was not obtained. The assessment took more time than
expected because of consultation to extend to Saturday because of the
unforeseen public holiday that was unexpected.

17

CHAPTER FOUR
FINDINGS OF RAPID ASSESSMENT ON INCLUSION EDUCATION.
To measure access to appropriate quality education for girls and boys with
disabilities and special needs
4.0 Introduction
This section presents the analysis of the main findings from the baseline
assessment exercise. The analysis is based on views and opinions of parents,
children, youth, support groups and different stakeholders interviewed in the
course of the assessment. It presents key outcomes of the base line
assessment; it cites key gaps in the education of children with disability.
Recommends what needs to be done to enhance the implementation of
inclusion education of children with disability.
4.1 The gender of the parents /care givers
90 parents/care givers were interviewed through the semi structured
questionnaires, the gender representation is shown the below table
Gender

Nos

Male

27

30%

Female

63

70%

Total

90

100%

Table 1: Gender of parents/care givers.

The figure above indicates that most households who were available for the
interviews were at 70% represented by the female, The male parents were
either out of home finding economic activity to sustain the family and the
mothers were left to care for the child with disability because it is difficult for
child to be left under someone else care. Some of this parents were
separated due to cultural myths.

18

4.2 Age category and educational level of the parents

More than half (52.7 percent) of the parents who participated in the baseline
assessment were between 21 30 years of age. Those between the ages of
31 40 year and 41 and above represented 27.8 percent and 14.4 percent
respectively. Female parents accounted for 70%percent of the parents
sample surveyed while male were 30% percent. A good number (43.9
percent) of parents who participated had attained primary level of education
while those who attained Secondary level education were 42.2 percent.
Those who had gone through post-secondary education were only 7.8
percent with only a mere 1.1 who had never attained any of the level of
education mentioned above. Education is key in influencing parents decision
in having education for children with disability.

Figure 1: Age category and education Level of parents targeted

4.3 Income of parents/caregivers of children with disabilities.

This is reflected by the income levels among parent who majority of the
visited were either farm hands, small scale business or farmers. Even though
majority 42.3 percent said they are self-employed their monthly incomes
were low. More than half 57.4 percent were earning below Kshs.5000 which is
above the poverty line but insufficient to meet expenses of the households.
Small number 23.5 percent said that they were not earning anything with
17.6 percent earning incomes between Kshs. 5,000 and 10,000 as indicated
in the figure:2, below
19

Figure: 2: Income of parents/caregivers of children with disabilities.

4.4 The number of children with disability currently in regular

schools within the ADP area:
Children with disability in the ADP area not going to school are not as many
as those going to school; Out of the 40(17%) children with disability
interviewed, 24(10%), were going to school while 16(6%) were not in school.
30 other children with disabilities who were not in school, this was mentioned
during the interviews with children.25 (10%) out of 40 (16%) indicated that
they knew about the ACCESS program.

20

Figure 3: The number of children with disability currently in regular

schools
Out of the 73.2 percent of parents who had their children in school more than
half 52.5 percent had their children in integrated school which was either
public or private schools. An equal percentage of 23.7 mentioned that their
children attend special schools. The reason for parents taking their children
to special schools is as a result of lack of specialised training of teachers in
regular schools to take care of the children with some forms of disability such
as visual impairment.
Weather the school is disability friendly:

Figure: 4Weather
the
school
is
disability
friendly:

Majority

of

the

schools could only admit cases of mental retardation and this was mainly
because of lack of disability friendly facilities. In this case many schools did
not allow admission of children with physical disability. For parents this was a
challenge because they had either to look for a special school or let the child
stay at home as they endlessly search for a school where their children could

21

be admitted. Another challenge inhibiting attainment of inclusive education

was the fact that in almost all the schools there was only one or two special
teacher trained to handle the children with special needs.

Tab 2: Participation of children with disabilities in Academic

non-academic activities;
Concerns

Frequency

Ridiculed during play

21

8.7%

Not ridiculed

34

14%

Allowed to choose
games

20

8%

Not allowed to choose

games

25

10%

Allowed to air their

views

35

14%

Not allowed to air their

views

23

9%

Participate in clubs and

groups

16

6%

Do not participate in
clubs and groups

29

12%

Did not respond to this

part

19

7%

Undecided

20

8%

Total

100%

22

4.5 Access to rehabilitation services for Children with Disabilities in

Kiambokogo ADP.
The Table:6 below looks at the accessibility of rehabilitation service at
the health centres within Kiambokogo ADP. The assessment sought to
establish whether the parents of CWD had access to Rehabilitation
service (Therapy) and other devices where they could get necessary
rehabilitation support majority 80.7 percent said they have access to
health centres in the area though rehabilitation services is not offered.
Only 11.4 percent who cited that they had not accessed the health
care centre before and they had no idea if they offered those services.
While 8.0 percent felt that although they could access hospitals the
support to their CWD was limited as shown below. In further discussion
those who feel that the services are not adequate .Chiefs and
community health worker also felt that the hospitals had good services
for medical intervention for CWD but most of the facilities were not
disability friendly.

23

Figure:

Access

to

rehabilitation

services

for

children

with

disabilities,
4.6 Issues keeping children with disability away from school?
The chart below shows how the children with disability do not attend school
due to fear by the parents to release the children to the regular school.
21.39% of parents have fear to release the children from home, they feel
that the children are special and therefore should be encouraged to attend
special schools. Most of these children while in the early years of schools are
dependent on activities of daily living like, self-care, feeding and toileting.
18%of children are not identified this was mentioned by the children being
interviewed they knew of children with disability and are not in school within
their neighbourhood.15% of the children expressed that they experienced
discrimination in school because they are barely involved in decision making

Figure 6:What is keeping Children away from school.

4.7 Challenges teachers face in delivering education for CWDs in the
ADP area.
The Teacher pupil ratio in this area is a big hindrance in the delivery of
education and inclusion of CWDs in the regular schools. With as high as 56
pupils to one teacher, it will be very difficult for a teacher to pay attention to
a CWD in the same class. With a whole division, of over 125 teachers, only

24

16 teachers have special training for CWDs. This once again poses a great
challenge in delivering quality education to the children with disability.
12 teachers indicated that the resource materials needed to train these
children is not available. It therefore becomes very hard to deliver education
as indicated in the table: 3 below,
Ratings
Not available
Average
Available
Dont Know
Total

No
12
5
3
4
24

%
50%
20%
13%
17%
100%

Table: 3 Availability of resource materials

4.8 Assess vocational and technical education needs for out of

school youth with disabilities for employment, self or otherwise.
A total of 38 youth were interviewed in this survey. 28 of the ones
interviewed were aware of the Access Program while 10 were not aware.
Several issues were raised with the youth ranging from their mobility, access
to school as well as skill training, acceptance in the community, their rights
and whether they were engaged in income generating activities.
It is important to note that the youth interviewed felt that school were not
accessible, and only 13% out of the 20% school going were going to regular
schools.
Figure; 7-Youth with disability and School

25

The above situation is worsened by the following findings; a huge number

were found not to have gone for any skill training, this is the likely
contribution for a sizeable number of them not working.Without equal
opportunities to get and retain employment and economic self-sufficiency,
youth with disabilities expressed that they are highly dependent on other
household members or social welfare.
CHAPTER FIVE
SUMMARY RECOMMENDATIONS AND CONCLUSIONS
In each of the groups interviewed, the baseline undertook to enlist the
recommendations by each group. The consultant summarised the
recommendations and tabulated them as follows;

Table 4: Summary of recommendations by CWDS

Recommendation

Frequency

Special classroom and skilled

teachers
More collaboration of the
government to and WVK

10

22

7%

26

Accessibility of materials for

CWDs
Special school for CWDS

11%

20%

Sensitization of CWDs and other

stakeholders on matters disability
Provision of basic assistive tools
and needs

7%

11%

Financial Support

10

22%

Total

45

100

Table: 5Summary

of Recommendations by Key stakeholders

Recommendation

Frequency

Establish an institution for the

CWDS

1.6%

More collaboration between

Government and stakeholders

22

34%

Provide skilled personnel in

Regular schools

35

55%

Involve community in education

for CWDs

10

15%

Total

63

100%

Table: 6 Summary of recommendations by parents of CWDS

Recommendation

Frequency

Education, sponsorship and financial

support

24

30%

Map out CWDs for easy access

1.2%

Special school

10

13%

Provision of assistive devices

12

16%

Training for parents of CWDS

30

38%

Total

77

100%

27

Table: 7 Summary recommendations by Youth with disability

Recommendation

Frequency

Special School

10

26%

Regular therapy

8%

Financial support for IGA and

basic needs

15

39%

Skill training

10

26%

Total

38

100%

5.0 Recommendation
Develop policy guide lines for world Vision Kenya, for the implementation of
disability initiative in the organization. The disability component should not
be implemented as a standalone project but as cross cutting issue in the
World Vision Kenya programs.
Capacity building for the staff especially in World Vision Kenya National
Office, Kyambokogo ADP, will be in order to undertake mainstreaming of
disability agenda seamlessly with other on-going programs of WVK.
A multi sectorial approach will be used in the management of Special Needs
Education

28

Developing and enhancing strong links between schools, homes and

communities through networking and partnerships Involving parents, local
communities, local NGOs and relevant government departments in improving
and creating sufficient and appropriate infrastructure and also making
sanitation facilities safe, clean and accessible to all, especially those with
physical disabilities.
Some of children admitted in the mainstream schools had not been referred
by the EARC centre, they were placed on the request of the parents and
some of this children were. To have children who are placed to school with
proper referral WV needs to collaborate with the EARC for proper referral
system in the education referrals for different learners
More investment in the Education Assessment and Resource Centres must be
made so that they are better resourced with both equipment and staff.
Transport to perform outreach assessments should be provided and facilitate
the opportunity for EARC staff to act as community liaisons- garnering
support in the local communities for inclusive education and working to
address the stigma associated with disability at the community level.
World Vision have community networks in this area and has created some
degree of awareness on disability through the ACESS project, this is an
advantage that the organization may use to have the disability agenda as
cross cutting issue among the programs at Kyambogoko ADP.
Disabled peoples organization and support groups within the Kyambogoko
ADP to be strengthened in order to help empower parents of the CWD
economically and socially. The groups will also ensure support for their
children and participate in creating awareness on disability and well as lobby
for inclusiveness of CWD in health, education services and government
offices for services and support.

5.1 CONCLUSION
29

In the assessment of the level of understanding their rights, the children and
the youth with disabilities scored 82% and 76% respectively in favour of
being aware of their rights. One of these rights is the right to education in a
conducive environment among others. This survey underscores the dire need
for a consultative effort in identifying the CWDS in the respective areas as a
first in putting into place the facilities and infrastructure to support the
education of CWDs in Kiambogoko.
In response to what most of the groups were articulating in terms of special
school/skilled personnel, it is the recommendation of the consultant that
regular schools be more equipped to accommodate comfortably the CWDs.
Although this may compound an already existing problem of high teacher
pupil ratio, it is further recommended that teachers with special needs
training are seconded to the schools admitting CWDS.
The realization that a very key element for the education of CWDs is not
available is another issue to address; the challenge of accessibility to an
educational assessment and resource centre is taking many gains in the
provision of education to CWDs in the region aback. 74% of the key
informants interviewed said that the EARCs are not available. Further to this
18 out of the 23 interviewed said the EARCs available are not accessible.
Other issues such as stigma, financial support and acceptance by community
though scoring low in the survey, are contributing to the CWDS not accessing
education, hence there is need for capacity development among the parents,
stakeholders and key informants to improve on some of these underscores.
Toward this end, inclusion needs to be the fundamental philosophy
throughout programs so that the goal of Education for All can be achieved.
Inclusion, therefore, should be the guiding principle for World Vision Kenya
and other agencies interface with Governments and other providers on
Education for All. Such knowledge can be a powerful tool for transcending

30

cultural, religious and other diversities and empowering teachers, students

and all members of society.
To collaboratively improve the education and social economic outcomes on
disability initiatives within this ADP.

Annex 1: Data collection tools

QNR - Parents of
CWD.doc

FGD Guide CWD.doc

Key Informant
FGD Guide Interview Guide - Project Staff.doc
YWD.doc

31

FGD Guide - Support

Key Informant
Grp.doc
Interview Guide - Stakeholders.doc