Education for children with disabilities, Kenya

In May 2023 we conducted the second week of training for 20 practicing special teachers / head teachers from schools across Kenya. The week marked another tremendous progression in the roll out of the course, which will train 60 teachers by the end of 2024. The enthusiasm, unity and empowerment displayed by the trainee teachers is always gratifying and encouraging.

The purpose of this ground-breaking new training is to address a problem that all teachers have in their special schools and special units for students with learning disabilities. Namely, that older students become stuck in school with nobody knowing how to help them with their transition from school into adult life. Most are well over normal school leaving age and end up repeating years or just dropping out with no plan. Our training, which we developed with Kenya Institute of Special Education, is the first of its kind in Kenya. It equips teachers with the practical skills and strategies needed to start transition programmes in their schools, thus smoothing the way for the older students to leave school in a structured way and offering them productive and meaningful pursuits as adults in the community. The school-leavers’ programmes also address the bottlenecks in spaces at the top of the schools, allowing the progression of pupils through the years, to create space for new enrolment in the younger classes.

This short video features the teacher’s own assessment of the training they have attended:https://www.youtube.com/watch?v=hBDRAY4aMD4

Nancy, (pictured below) is one of over twenty students who have benefited from this project so far, with a successful transition from her school in western Kenya to an adult life in the community. She is now enjoying activities beyond the classroom, and is rearing poultry for eggs and meat at home, in turn gaining dignity and respect from the surrounding community. During follow-up visits to her home, Nancy’s mother says ‘She loves here ducks so much, it’s as much as we can do to stop her sleeping with them in the duck house at night!’

Nancy’s teacher, Pamela, is now working to implement individual transition plans for others in the class. For example, Jennifer (also pictured below) is a 26 years old woman who has moderate learning disabilities. The photograph illustrates the issues, as she sits in class in a primary school special unit surrounded by pupils half her age. However now Pamela is working with the families to ensure that none of her older students are left without a pathway to a bright future beyond school!

In our other work to educate children with disabilities in Kenya, with your generous support, we continue to help run our two Special Education Units at Mitaboni and Thinu in central Kenya. Just recently we have sent funds to Mitaboni to refurbish the playground equipment and have paid support staff salaries in both schools.

Our sincere thanks to all those who support us.

Training for Special School Teachers in Kenya

In January 2023 I made a visit to our projects in Kenya. My first week was spent at Kenya Institute of Special Education (KISE) where we have a pioneering project to train 40 special education teachers in how to transition students with learning disabilities from school to adult life. The training is the first ever of its kind in Kenya and is ground-breaking because it tackles the hitherto completely neglected problem of older students with learning disabilities becoming stuck in school with no plan for their future. The course content was designed and written by Advantage Africa in partnership with KISE which is the national government body for special needs teacher training in Kenya. We produced a handbook for teachers and devised the course modules which were piloted in 2021-22. Available at https://www.advantageafrica.org/school-leavers-transition-for-youth-with-learning-disabilities

At the end of the first week-long module (week 1 of 3 modules) the trainees evaluated the training so far. They all rated the training overall as good or excellent and 100% said it had increased their knowledge ‘very much’. Typical of their feedback were statements such as this, ‘This training has been a real eye-opener to me. Older students over-staying is a big problem in special schools. This is the first time we have been given strategies to address the issue’.

During the course of the training year, the schools of the trainee teachers will be provided with some small grants to put their learning into practice with students in their schools. From our pilot training last year we have numerous successful examples of school-leavers starting productive adult lives. For example, Francis who has a learning disability and was 22 years old when he finally left special school. His grandmother, who is his guardian, says, ‘The school helped us so much, Frances is now rearing his sheep at home. He’s happy, confident and likes what he’s doing. He would not want to go back to school. He has bought himself clothes and even a phone, he gave Christmas gifts to the family! We are happy.’

Follow-up visits last year to 19 other families captured the voices of other parents and guardians. They explained how, as a result of the project, their transitioning students had learnt relevant new skills, gained self-esteem and become more responsible. Families also said their own attitudes to their children with learning disabilities had changed, their expectations had been exceeded and they were more positive about the future.

Special Education Units at Mitaboni and Thinu, Central Kenya

Later in my trip to Kenya I was able to visit the staff and students of our two special units. With your help we provide monthly salaries to the vital support staff, including the cooks, house mothers and security guards. Where possible we also buy teaching resources and maintain the buildings.

It was encouraging to see how well these units are negotiating the joint challenges of recent huge price rises in Kenya, the effects of severe drought in the north and east, described by the UN as the worst drought for 40 years and the after effects of COVID. Most children with disabilities tend to come from poorer families, and many struggle to find money to pay school fees. However, our schools have allowed families to pay in instalments, meaning most students have returned after the Christmas holidays and are excited to be learning with their friends in a safe and caring environment. We sincerely thank our valued supporters who make education possible for these children who would otherwise have nowhere to learn and thrive.

Links:

• Transition handbook for teachers and training course modules