The study was conducted to investigate Kenya’s milestones in realising the Millennium Development Goals and the Education for All goals with regard to educational provision for children with SEBD in Kenya. A multiple case study design involving a mainstream school and a rehabilitation school was adopted. Data was collected using semi-structured interviews, observations and document analysis, which was then systematically coded before proceeding to cross-case analysis for interpretation and to draw conclusions. The study findings revealed that despite the efforts made by the Government of Kenya to achieve the EFA goals by 2015 and to improve the quality of education for children with SEN, there was evidence that children with SEBD remained marginalised, with most receiving no education at all. This was largely attributed to an unwillingness by mainstream school teachers to accommodate children with SEBD; an exam-oriented curriculum, which did not accommodate learners with SEN; lack of alternative education for children with SEBD who could not cope within the mainstream school system; and lack of clear policy guidelines on behaviour management and the educational provision for children with SEN in general.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:687569 |
| Date | January 2016 |
| Creators | Kiarago, Leonard Gitonga |
| Publisher | University of Birmingham |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.bham.ac.uk//id/eprint/6806/ |
Page generated in 0.0021 seconds