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1.0 Definition of Terms
A number of concepts are
found in the conference theme that needs to be clarified before focusing
on the topic of this paper.
1.1 Families
According to Otiende et
al (1986, p.1) members of the family are related to each other either by
blood, marriage or by adoption. Families are organized in terms of the
nucleus family and the extended family. A number of nucleus families make
the extended family.
Nucleus families are dependent on each other for a number of functions such as food production, child rearing, emotional comfort and stability.
The "families" concept as used in this paper, includes not only parents but also other members of the same family, clan or immediate community.
1.2 Professionals
For the purpose of this
presentation, professionals include all those persons who have received
one form of training or another in order to effectively participate in
the promotion of the well being of those under their care. Under this cadre
are medical personnel, social workers, educationists and where possible
employers.
Therefore, if the concept of professional and family involvement were to be properly effected, it will facilitate in the early identification of children with special needs and early intervention.
1.3 Education:
Education in this presentation
refers to "the process of acquiring and developing desired knowledge, skills
and attitudes" (Oluoch, 1982, p.3). This is attained through various avenues
including, but not, limited to schools and other educational institutions.
This implies that, education
could be provided:
• formally through schools
and similar established institutions for education and training. This is
attained through a prescribed curriculum that leads to some form of certification.
• non-formal where learning
activities are organized in a less rigid manner and are based on such factors
as individual interests, aptitudes and age.
In both cases, the ultimate goal is for the learner to attain skills for self-reliance and hence live independently.
1.4 Education for All
According to Jomtien Conference
(Thailand) in March, 1990, Education for All refers to "The provision of
basic education for all children, youth and adults." The concept of basic
education refers to education intended to meet the basic learning needs
and includes instruction at the first or foundation level, upon which,
subsequent learning can be based. It encompasses childhood education, primary
education, as well as literacy education, general knowledge and life skills
for the youth and adults.
For the purpose of this paper,
therefore, the concept of "ALL" encompasses:
• early childhood education
• primary education
• education for special
groups such as those with special education needs
• non-formal education
• adult and continuing education
• education for girls and
women
Education for ALL is non discriminatory to age, sex, colour, race, creed, ability or disability. However, for the purpose of this paper, the main area of focus is the visually handicapped learner.
1.5 Importance of Education
According to Government
of Kenya and UNICEF Report of 1992 (p.93), education is now recognized
around the world as a basic pre-requisite for economic, social, cultural
and political development. Besides encouraging changes in behavior which
aims at improving the human conditions, education also instills self-confidence
and self-reliance in the individual. It also enables improved decision-making
in such areas as health and nutrition, family planning, water and sanitation,
food production and its management.
From this perspective we can conclude that education is both a basic human right and a pre-requisite for all forms of human development: be it physical, psychological or spiritual.
In order to meet the demands of this kind of a broad based education, the provision of quality human resources is key. Hence the need to prepare parents and professionals for this challenging role.
2.0 Preparation of Personnel.
The provision of quality,
experienced and devoted human resources is critical in realising the theme
of this conference. It is important to invest in research and staff training.
According to various United Nations and World Bank Reports, and with specific
reference to Africa, the enhancement of human resources is now widely recognized
as a priority for economic growth and social development.
In Kenya for example, the major area of concern, in education, is related to facilitating accessibility, participation, equity, quality and relevance. Personnel is needed to do this and more so for the visually handicapped.
3.0 Observations from Research
Findings and Experiences:
Experiences shows that many
special education programmes have fared badly in developing countries because
of inadequate staff development in fields such as planning, administration,
supervision, curriculum development, teacher training, research and evaluation.
This is one factor which has contributed to late identification and intervention
for the visually impaired children and youth.
It also explains why transparency and accountability has been minimal amongst those charged with the responsibility of administration and management of special education programmes.
Most of us in the field are of the opinion that with the provision of properly developed human resources, our care, education, training and placement programmes for the visually impaired would be greatly improved even with the limited financial support now available.
4.0 Challenges.
Different developing countries
especially in Africa, have almost similar shortcomings that have hindered
the development of adequate and quality human resources in education of
the visually impaired. In Kenya, a number of emerging issues have to be
taken care of if the professionals and families are to effectively step
forward together. These include:
4.1 Legislation
A number of policy documents
have been written focusing on issues pertaining to the handicapped. However,
despite all these statements, no legislation on the handicapped has been
effected yet. This implies that all that is being done for the handicapped,
and by the handicapped, has no legal basis. This has affected the provision
of educational services for the handicapped especially now that the concept
of cost-sharing element, between the government and parents, has been introduced.
Since some parents do not see the "economic viability" of educating their
visually impaired children, they would rather send their able children
to school. There is no law on compulsory universal primary education, and
as such, professionals and administrators have no legal right to prosecute
any parent.
4.2 Enrolment
A number of World Health
Organization Reports estimate that there are over 35 million blind persons
in the world, 7 million of whom are in Africa. There are 15 million persons
having low vision. (ICEVI Brochure, 1995). Further information reveals
that 90 percent of blind children are in developing countries and 80 percent
of this population is in the rural areas.
In Kenya, there is little
reliable data indicating comprehensively the number and categories of the
handicapped children. This has made it difficult to plan effectively for
their education. However, a Ministry of Education Assessment Report of
1989, showed the prevalence of the handicaps assessed between 1984 - 1988.
The report indicated that out of 28,014 assessed children;
• 34 percent were mentally
handicapped;
• 23 percent were hearing
impaired;
• 22 percent were physically
handicapped;
• 6 percent were visually
handicapped;
• 15 percent others such
as those who had more than one handicap.
The 1988 national census
showed that those enrolled in special education programmes were 10,454
children 40 percent of whom were girls. Out of that population, 24 percent
had visual impairment. The cause of the low enrolment has been associated
with inadequate public awareness and sensitization and, of late, the introduction
of cost-sharing in education.
From 1990 to date, the enrolment within the integrated primary and post-primary school programmes has increased tremendously that by mid 1996, there were over 1,030 visually impaired learners learning with their sighted peers. This implies that there are many more visually impaired children who have not been reached to date. Therefore, as more resource personnel continue being pre-serviced and in-serviced at Kenya Institute of Special Education, more programmes will be established. This will facilitate accessibility of education for the many more visually impaired children not being catered for now.
According to Christoffel Blinden Mission (1994/95) Report on the second phase of the Low Vision Project and 1995/96 Sight Savers International Annual Report, over 80 percent of visually handicapped children and youth within the current education programmes are low visioned.
4.3 Training of Teachers
A pre-service training programme
for teachers of the visually impaired was initiated by the Kenya government
in collaboration with CBM in 1980. Between 1980 and 1986, 45 teachers had
been trained at Highridge Teachers Training College. Between 1986 to 1995,
81 teachers had received pre-service training at Kenya Institute of Special
Education (KISE), an institute established by Kenya government in conjunction
with Danish Development Aid (DANIDA) in 1986 to spearhead the development
of Special Education in Kenya.
Up-to-date the programme has been limited to an average of 15 trainees in the visually impaired biannually. However, this number has been inadequate in view of the increasing demand for special education services for this area.
4.4 Integration
This concept was introduced
in early 1960s in Kenya. As public awareness campaign increased, many more
visually impaired learners were being integrated at both secondary education
and tertially institution level.
From 1980s and early 1990s, with the comming of various non-governmental organizations such as CBM and Sight Savers International, integration was introduced at primary education level. Therefore the introduction and expansion of integration programmes for the visually impaired has had an impact within both urban and rural environments. This has called for a higher involvement of all the available professionals and families. However, the level of involvement has been restricted to those areas where communication in terms of roads and telephone services is adequate.
4.5 Follow-up
Teachers in special education
programmes do not receive effective regular professional guidance in order
to ensure quality. This is due to the fact that there are inadequate supervisors
in the Ministry of Education headquarters. Furthermore, most field education
officers and supervisors do not have any pre or in-service training in
special education. Consequently, follow-up at grass root level is terribly
inadequate unlike their counterparts in regular schools, teachers in special
education programmes do not benefit from the services of Teacher's Advisory
Centers (TAC). The TAC tutors are not trained to cater for children with
special education needs.
4.6 Learning Aids
Majority of visually handicapped
learners have inadequate and unreliable basic learning aids such as braille
writing apparatus, typewriters, white canes or low vision aids. Similarly,
there is no adequately trained human resources to repair and maintain the
aids when they are available.
4.7 Training of Trainers
There is no provision for
the training of trainers in special education. As a result, most of the
lecturers have not had any professional training in special education.
This explains their limitations in the theory and practice of teaching
the visually impaired.
4.8 Research
Research in special education
has not received adequate attention at both certificate/diploma and graduate
levels.
4.9 Public Awareness
Awareness and sensitization
opportunities, particularly at the community level, is inadequate. This
has impacted negatively on the early identification and intervention measures.
4.10 Sustainability
Sustainability of education
programmes for the visually impaired, and for that matter all the handicapped,
is raising concern as these programmes are currently relying on donor funding.
The government funding in special education, just as in regular education
has been dwindling following the introduction of structural adjustment
programmes introduced by the World Bank.
5.0 Way Forward
5.1 Short Term:
5.1.1 A law focusing on
the welfare of the handicapped has to be enacted in order to facilitate
the development of clear policies on special education. Such a law will
address issues pertaining to:
• sustainability of special
education programmes for the handicapped.
• cost-sharing elements
in care, education, training and placement of the handicapped.
• enhancement of integration
of the handicapped.
• establishment of a national
body to co-ordinate the welfare provisions for the handicapped.
5.1.2 In-servicing of teachers in the regular system of education so that they acquire the basic knowledge, skills and attitudes that are a pre-requisite in the successful early identification, intervention and integration.
5.1.3 Incorporating special education component in the pre-service curriculum for all teacher trainees. This will also enhance public awareness, sensitization and integration.
5.1.4 Developing a curriculum that is flexible and adaptable basing it on the ability of the learner.
5.1.5 Having the local universities
that have started undergraduate programmes in special education work in
close liaison and collaboration with the Kenya Institute of Special Education
for the purpose of co-ordinating staff development and training at:
• certificate level;
• Diploma level;
• Undergraduate level;
• postgraduate level.
5.1.6 Promoting research and evaluation in special education.
5.2 Long Term
5.2.1 Conduct surveys to
establish the population and categories of the handicapped children and
youth in Kenya. This information is necessary for the effective designing,
planning, development and implementation of special education programmes.
5.2.2 Enhance research at all levels of special education.
5.2.3 Training more graduate teachers in special education at the national universities. This becomes the pool from which we draw special education teachers, curriculum developers, education officers, teacher trainers, inspectors as well as administrators.
5.2.4 Expanding secondary education opportunities for the visually impaired persons.
5.2.5 Providing relevant equipment at affordable cost.
5.2.6 Expansion of vocational training programme opportunities.
5.2.7 Initiation of educational programmes for the multiple handicapped. This will ensure that the individual needs of the learners are met.
5.2.8 Intensifying awareness and mobilization campaign at the community level. This will facilitate parental and community involvement at the grass root level.
5.2.9 Identifying and developing income generating activities for the sustainability of education programmes for the visually impaired.
5.2.10 In-service para-professionals and other members of the public involved in one way or another in the education of the handicapped.
5.2.11 Initiating an attractive remuneration package for all those working for and with the visually impaired.
6.0 Conclusion
If we are to overcome the
challenges that might hinder us, as families and professionals in stepping
forward together as partners in achieving education for all, staff training
and development should be considered as a top priority by ICEVI and the
government(s). This is even more so because early identification, assessment
and intervention cannot be adequately undertaken unless well trained human
resource is available. REFERENCES
1. Government of Kenya/UNICEF
Programme of Co-operation, 1994-98: Master Plan of Operation, October,
1993.
2. Meeting Basic Learning Needs: A New Vision for the 1990s - Background Document, World Conference on Education for All, Jomtien, Thailand, 1990.
3. Oluoch G.P., (1984) Essentials of Curriculum Development, Nairobi, Elimu Bookshop.
4. Otiende J.E. et al (1986) Social Education and Ethics for Secondary Schools, Nairobi, Longman Kenya.
5. Republic of Kenya, Education for All (EFA) Issues and Strategies: 1990 - 2000 and Beyond, July, 1992, The National Committee on Education for All.
6. The World Bank Annual Report 1995.