AFRICA INTERNATIONAL UNIVERSITY

ED 222 SPECIAL NEEDS EDUCATION

LECTURER: JOYCE L. KEDEMI

TOPIC # 1: INTRODUCTION TO SPECIAL NEEDS EDUCATION

Special Needs Education: This is education which provides appropriate modification in
curriculum delivery methods, educational resources, medium of communication or the learning
environment in order to cater for individual differences in learning.
Special Needs Education is education for students with disabilities, in consideration of their
individual educational needs, which aims at full development of their capabilities and at their
independence and social participation. Special Needs Education is carried out in various forms,
including in resource rooms, in special classes (both are in regular schools), and in special schools
named “Schools for Special Needs Education”.

Formerly, special schools had been established separately by types of disabilities, as “Schools for
the Blind”, “Schools for the Deaf” and “Schools for the Intellectually Disabled, the Physically
Disabled and the Health Impaired”. However, the number of children with multiple disabilities is
recently increasing, hence the need to appropriately meet their needs by one particular school
accepting several types of disabilities.

Difference between Special and Regular Education

The Focus of Regular and Special Education- special education is based upon the unique needs
of individual students. Regular education, on the other hand, focuses upon the core content of the
grade level or subject matter.
Educational plans -Another important difference between regular and special education involves
the development of formal education plans. When a student enters special education—and at least
every year thereafter—an educational plan is developed. This is not required in regular education.
Parental and Student input is mandated by law in Special education as opposed to regular
education. Educational plans are developed based upon the needs of the student with input from
the student and his or her family members. In other words, parents of students in special
education have considerable influence regarding what is taught to their child as well as how.
The training of Regular and Special Educators-Training for regular educators focuses on
subject or content areas. Generally, during their teacher preparation programs in college, regular
educators are taught about specific subjects (e.g., social studies) or grade levels (e.g. elementary).
They are trained to be masters of their content areas. While training for special educators focuses
on assessment, accommodations, teaching strategies, and disabling conditions. They are given
some information about content areas while in college, their training focuses primarily on
disabling conditions and methods for teaching diverse students. They are given skills to assess
students' strengths and weaknesses. They are also able to develop strategies and accommodations
that match a student's learning.
The Evaluation of Regular and Special Educators-In addition, they are prepared for their
professions differently, regular and special educators are evaluated in substantially different ways.
For example, regular educators are often judged by their students' scores on standardized and
1
statewide assessments. Special educators, on the other hand, are not evaluated based upon what
their students’ have learned. Nor are they judged by whether or not their students ever achieve
their IEP goals. Special educators are usually evaluated based upon the timeliness of their
paperwork and whether they adhere to state and federal laws.
Barriers and Challenges to Special Needs Education in Kenya
The Ministry of Education faces a number of challenges in its effort to address barriers to
education for children with Special Needs. These include issues relating to;
 Access
 Equity
 Quality
 Relevance
 Attitude
 Stigma
 Discrimination
 Cultural/taboos
 Skills
 Physical environment
 Physical facilities
 Poverty
Specific Challenges faced by the government of Kenya
Although the Government of Kenya has made progress in the provision of educational services
for persons with special needs and disabilities, it has also faced various challenges. These include:
1. Inadequate data on children with special educational needs and disabilities,
2. Lack of a comprehensive policy on SNE and proper guidelines on mainstreaming of special
needs education at all levels and in the country.
3. Lack of appropriate tools and skills for early identification and assessment;
4. Inadequate physical infrastructure, teaching/learning materials and facilities appropriate for
SNE learners
5. Inadequate skilled manpower and inappropriate placement of children with special needs and
disabilities
Status of Special Needs Education in Kenya
Special needs education started in Kenya after the end of the Second World War and has since
been offered mainly to four categories of children with disabilities, namely; children with hearing
impairment, mental handicap, visual impairment and those with physical handicap. Education to
these children was only offered in special schools until the 1970s when units and integrated
programmes were initiated. Special needs education has continued to expand and currently
includes Learners with/ who:
1. Hearing impairments
2. Visual impairments
3. Physical impairments
2
 4. Cerebral palsy
5. Epilepsy
6. Mental handicaps
7. Downs Syndrome
8. Autism
9. Emotional and behavioral disorders
10. Learning disabilities (LD)
11. Speech and language disorders.
12. Multiple handicaps
13. Albinism
14. Other health impairments
15. Are gifted and talented
16. Are deafblind
17. Are orphaned
18. Are abused
19. Are living in the streets
20. Are heading households
21. Are of nomadic / pastoral communities
22. Are Internally displaced

However, educational opportunities for learners with special needs and disabilities are a major
challenge to the education sector. Majority of learners with Special Needs and Disabilities in
Kenya do not access educational services. For instance, in 1999 there were only 22,000 learners
with special needs and disabilities enrolled in special schools, units and integrated programs. This
number rose to 26,885 in 2003 and 45,000 in 2008, which compares poorly with the proportion in
general education.
In 2008 there were 1341 special units and 114 public special schools in the country which include
vocational and technical institutions that cater for learners with special needs and disabilities. This
is still inadequate despite the government’s commitment to support the provision of equal access
to education by all children. The government’s commitment to special needs education has been
demonstrated through establishment of a special needs education section and the appointment of a
Special Needs Education Inspector in 1975 and 1978 respectively at MOE headquarters. The
government further posted a special needs education specialist at the Kenya Institute of Education
(KIE) in 1977. Other developments included the preparation of teachers of learners with special
needs and disabilities that have led to the establishment of Kenya Institute of Special Education
(KISE) and departments of special needs education at Kenyatta, Moi, Maseno and Methodist
Universities.
The number of special needs learners was 251, 542 while the number of OVCs was
1,083,472 in 2014. In public primary schools, about 3% of the learners are pupils
with special needs while about 12% are OVCs. In public secondary the proportions
are lower 0.2% and about 3% respectively. Majority of the special needs and OVCs
are in public schools both at primary and secondary level.

Overall objectives of Kenya’s National Policy for SNE

The National SNE policy framework is hinged on and aim to achieve the following overarching
objectives at all times;
3
1. To enhance early identification, assessment, intervention, placement, habilitation and
rehabilitation of learners with special needs and disabilities.
2. To promote awareness on the educational needs and capabilities of persons with special
learning needs and disabilities.
3. To promote and facilitate inclusion of children with special needs in formal and non-
formal education and training.
4. To put in place measures to promote barrier free environment for learners with special
needs in ALL learning institutions.
5. To provide and promote the use of specialized facilities, services, assistive devices and
technology, equipment and teaching / learning materials.
6. To promote quality, relevant and holistic education in ALL learning institutions for
learners with special needs and disabilities.
7. To develop capacity of SNE professionals, specialists and essential service providers to
deliver quality services to learners with special needs and disabilities.
8. To enhance collaboration and networking, strategic partnerships and participation of
stakeholders including learners with special needs and disabilities in provision of SNE services.
9. To support research and development on SNE, documentation and dissemination of
relevant information.
10. To promote effective management and coordination of SNE and other related services.
11. The provide education that promotes spiritual growth and value development.