ABSTRACT

The purpose of the study was to investigate institutional factors influencing university management in integrating learners with special needs into college life in the University of Nairobi. This study aimed to determine the extent to which availability of physical infrastructure influences integration of learners with special needs; determine the influence of provision of assistive devices on integration of learners with special needs, and, assess the extent to which adequacy of human resources influences integration of learners with special needs. The study was conducted using descriptive survey design where the target population included twenty-one administrators and thirty learners with disabilities in the college of humanities and social sciences of the University of Nairobi. The respondents were selected using purposive sampling. The administrators in the college of Arts, Law and business were the respondents. These included those in charge of construction and maintenance, Dean of students, Library Medical services, Students Welfare Association, Dean of faculties, and transport. Because of learners being on recess, twenty-one instead of the thirty students with special needs were selected across the three campuses. The researcher instrument for the study included two questionnaires with both open and close ended questions and an observation schedule (one questionnaire for the administrators and one for the students with special needs). Data from the field was edited and coded according to themes which emanated from the research objectives and questions. Data is analyzed using both quantitative and qualitative techniques. Qualitative data was derived from open ended questions in the observation schedule. Quantitative data was from descriptive statistics supported by tables, graphs, pie chart, frequency and percentage. This was done using the statistics package for social sciences (SPSS) computer package. From the findings, the study revealed inadequacies of physical facilities and assistive devices that could assist in the integration of learners with special needs. At the same time, sensitization of students was not done and the number of human resources to help support learners with special needs were inadequate. The learning resources (especially the physical facilities) are not adapted to the needs of learners with special needs. Therefore, the University of Nairobi Management should organize for ways through which physical facilities should be imported to comply with LWD. Assistive devices both for teaching and learning, and those for mobility to be availed. Human resources who understand such conditions to be sourced to assist LWD. The student’s sensitization to be done by those tasked to do so. For instance, the office of the dean of students. An independent department could be set by the university to solely deal with issues of learners with special needs. In summary, this study sort to determine the extent to which the availability of physical infrastructure, provision of assistive devices, students’ sensitization and adequacy of human resources influence integration of learners with special needs in university life in college of humanities and social sciences of the University of Nairobi.

CHAPTER ONE

INTRODUCTION

            Background to the study

Inclusive education is a process of addressing the diversity of needs of learners through increasing participation in learning cultures , and reducing exclusion within education (UNESCO, 2003, 2005, and 2009).A study done by Maina (2014) in this area states that the policy of inclusive education is based on the basis of the human rights, equity  and diversity. The policy and practice of special education is based on the framework of human rights and equity. The same is founded on the right to education enshrined in 1948 universal declaration of human rights. The Salamanca statement (UNESCO 1994) sums up the benefits of inclusive education by acknowledging that:-

Regular learning centers with inclusive orientation are the most efficient means of combating discriminatory tendencies, building an inclusive society and attaining education for all. Moreover, they provide an effective education to many of the children and finally the cost-effectiveness of the whole education system (Article 2, p.ix)

As per the UNESCO Quick guide to education indicators for SDG4 (2018), the focus on equity aims to ensure that no one is left behind, especially the poorest and the most vulnerable groups. Equity indicators encompass individual characteristics, such as sex, location, ethnicity, language, disability status and engagement in child labor.

From both global and regional perspectives, education for all is paramount. Whether for abled or disabled persons, all are entitled for acquisition of education. That is why inclusive education whereby all learners should be integrated in education systems to acquire knowledge and skills for life is key at every level.

The Kenya government has ratified these international policy frameworks to  promote inclusive education. For example, the constitution of Kenya (2010) adopts a right-based approach to education, which provides for the right of all children to free education and compulsory basic education.

Given the current trends of basic education being free and compulsory, transition rates are rising by the day. The latest policy that necessitated us to have 100% transition from the primary to secondary school is one such concern. This could mean that numbers in universities are geared to an automatic increase in the near future. As per the WHO, world report on disability (2012), the global estimates for disability is on the rise due to population ageing and the rapid spread of chronic diseases, as well as improvements in the methodologies used to measure disability. This could translate to mean even children with special needs in schools and colleges will increase.

Given that majority of studies on this subject have been at primary and some few at secondary school levels, it is important to do a study at the university level. This is because we have learners with disabilities.

Examples of such studies are: Astrat (2013) Factors affecting the implementation of inclusive education in primary schools of Bahir Dar Town, Irene (2017) Integration of children with

disabilities into school community and Maina (2014) Influence of Head Teacher leadership development on implementation of inclusive Education in public primary schools in Kiambu County, Kenya.

As stated above, the same numbers could steadily rise in the near future. As we mention of inclusive education, any cycle of a country’s education system is considered complete at a university level. For example, the outgoing Kenyan education system is 8-4-4 (8- primary, 4- secondary and 4-university). Even the incoming one 2-6-3-3-3 curriculum has 3 years at the university. As the transition at all levels includes learners with special needs, it is key to have research done on the general management of learners with special needs at even institutions of higher learning.

This study investigates institutional factors influencing integration of learners with special needs in the University of Nairobi. A case study is the college of humanities and social sciences of the University of Nairobi. Given its historical background of being the oldest of  the Kenyan public university, The University of Nairobi could provide enough grounds to establish tangible facts of this topic. Apart from the many courses offered attracting many learners from all over the world, the teaching and nonteaching staff also forms a bulk of the human resources required to manage various sectors. The same could mean adequate facilities both in numbers and quality should be made available for such soaring crowds.

A general survey could reveal that the environment (Physical facilities), general sensitization and devices used by learners with special needs could be wanting. This means that even the few cases of disabilities available are going through traumatic moments. This is verified by a

study done by Kirui (2014) on challenges facing regular and special schools in the implementation of inclusive education. This study reveals that learning institutions face challenges in scarcity of human and learning resources. This could be an issue with the University of Nairobi as well. The same matter is confirmed in the study by Ogero (2015) on school-based factors influencing performance of children with disabilities in public primary schools in Kajiado North District.