Identification and Analysis of The Problems Facing Educational Assessment Resource Centres in Five Selected Counties in Kenya

Authors

  • Ayabei Jelagat Emmy School of education: Kenyatta University

Keywords:

Educational Assessment Resource Centers, identification, analysis, problems, assessment

Abstract

Purpose: Educational Assessment Resource Centers play a pivotal function in increasing the educational prospects of children with special needs. Nevertheless, a marked insufficiency in funding, constricted number of personnel, lack of proper tools and traditional obstacles reduce the efficacy of services availed by EARCs. Therefore, the goal of this study was to delineate and analyze the problems affecting Educational Assessment Resource Centers in Kakamega, Baringo, Trans Nzoia, Uasin Gishu, and Elgeyo Marakwet counties.

Methodology: The study used a descriptive survey approach. The study involved 15 County Education Officers and 80 Special Needs Teachers selected through purposive sampling. Open and close ended questionnaires were employed to collect quantitative data from the County Education Officers and Special Needs Teachers. Interview guides and observation schedules were also applied to gather qualitative data. Thematic analysis was used to analyze the data which was then presented in tables.  

Findings: The selected EARCs, pursuant to information gathered from 100% (15) County Educational Officers, suffered a sustained lack of resources within the last 10 years. This was reinforced by 85% (68) SNE teachers. The study also found out that EARCs rarely instituted educational programs specifically designed to cater to special needs children. Additionally, the study deduced that 9 (60%) County Education Officers did not fully understand the role of the EARCs in their counties. Thus, the findings indicate that EARCs were unable to dispense their duties as well as they ideally should have.

Unique contribution to theory, practice and policy: The theory of this study is robust and feasible because it advocates for and indicates that better and revitalized measures would help in facilitating the realization of the objectives of EARCs. The recommended measures include but are not limited to enhanced training of special needs teachers, supply of enough and up-to-date tools and equipment to the EARCs, and the implementation of awareness-creation drives to educate as well as combat the negative connotations associated with special needs children in the selected counties. Also, the study postulates that refined teaching programs are necessary to lend relevance to the function of EARCs in the studied counties.  The study also recommends for a marked policy shift to better address the plight of SNE learners in the focus counties and elsewhere in the country.

Downloads

Download data is not yet available.

Author Biography

Ayabei Jelagat Emmy, School of education: Kenyatta University

Post-Graduate Student: School of education: Kenyatta University

References

Adoyo, P., O., & Odeny, M. (2015). Emergent Inclusive Education Practice in Kenya, Challenges and Suggestions. International Journal of Research in Humanities and Social Studies 2 (6), 47-52.
Agha, Z., & ELDaou, B. (2018). The role of the special education centers in developing students' holistic wellbeing. Journal of Education and Special Education Technology, (1), 1-13.
Bettini, E., Benedict, A., Thomas, R., J., Kimerling, Choi, N., & McLeskey, J. (2016). Cultivating a Community of Effective Special Education Teachers: Local Special Education Administrators' Roles. Remedial and Special Education, 38(2), 111-126.
Bonjo, J., Kochung, J., & Nyagara, K. (2017). Extent of Involvement of Parents in the Identification of Children with Special Needs in Kenya. IRA-International Journal of Education and Multidisciplinary Studies 7(3), 215-227.
Bruce, S., & Venkatesh, K. (2014). Special education disproportionality in the United States, Germany, Kenya, and India. Disability & Society 29(6), 908-921.
Carew, M., Deluca, M., Groce, M., & Kett, M. (2018). The impact of an inclusive education intervention on teacher preparedness to educate children with disabilities within the Lakes Region of Kenya. International Journal of Inclusive Education 23 (3), 229-244.
Chukwuemeka, E. J., and Samaila, D. (2020). Teachers' Perception and Factors Limiting the use of High-Tech Assistive Technology in Special Education Schools in North-West Nigeria. Contemporary Educational Technology, 11(1), 99-109.
Cruz, R. A., & Rodl, J. E. (2018). An Integrative Synthesis of Literature on Disproportionality in Special Education. The Journal of Special Education, 52(1), 50-63.
Elder, B. C., Damiani, M. L., & Oswago, B. O. (2015). From attitudes to practice: utilizing inclusive teaching strategies in Kenyan primary schools. International Journal of Inclusive Education, 20(4), 413-434.
Fish, R. E. (2019). Standing Out and Sorting In: Exploring the Role of Racial Composition in Racial Disparities in Special Education. American Educational Research Journal, 56(6), 2573-2608.
Frankel, E. (2012). Supporting Inclusive Care and Education for Young Children with Special Needs and Their Families an International Perspective. Childhood Education 80(6), 310-316.
Hornby, G. (2015). Inclusive special education: development of a new theory for the education of children with special educational needs and disabilities. British Journal of Special Education, 42(3), 234-256.
Jorun, B., & Sujathamalini, J. (2016). Effective Practice in Inclusive and Special Needs Education. International Journal of Special Education, 31(1), 119-134.
Juma, S., & Malasi, F. (2018). The Role of Educational Assessment and Resource Centers in Promoting Inclusive Education in Kenya. International Journal of Science and Research (IJSR) 7 (1), 885-889.
Kiru, E. (2018). Special Education in Kenya. Intervention in School and Clinic, 54 (3), 181-188.
Lipkin, P., & Okamoto, J. (2015). The Individuals with Disabilities Education Act (IDEA) for Children with Special Educational Needs. Journal of the American Academy of Pediatrics 136(6), 1650-1662.
Majoko, T. (2019). Teacher Key Competencies for Inclusive Education: Tapping Pragmatic Realities of Zimbabwean Special Needs Education Teachers. Sage Open, 9(1).
Makanya, M., Runo, M., & Wawire, V. (2014). Effectiveness of Transitional and Follow-Up Programmes to Community Integration of Young Adults with Intellectual Disabilities (YAWID) in Kiambu County, Kenya. Journal of the American Academy of Special Education Professionals 6(24), 87-106.
McKenna, J. W., Solis, M., Brigham, F., & Adamson, R. (2018). The Responsible Inclusion of Students Receiving Special Education Services for Emotional Disturbance: Unraveling the Practice to Research Gap. Behavior Modification, 43(4), 587-611.
Moyi, P. (2019). Education for Children with Disabilities: Will Policy Changes Promote Equal Access in Kenya? Comparative & International Education, 47(2), 1-15.
Muhombe, J., A., Rop, N., K., Ogola, F., O., & Wesonga, J., N. (2015). Influence of Special Needs Education Policy on Access to Secondary School Education By Learners With Hearing Impairments In Nandi County, Kenya. Journal of Education and Practice 6 (36), 29-41.
Mwangi, S. W. (2016). Early Detection of Warning Signs of Visual Impairment among Children in Primary Schools, Central Kenya. Journal of Education, Society, and Behavioral Science, 18(1), 1-7.
Njura, L., & Njeru, B. (2019). A Process Evaluation of Free Primary Education: A Critical Analysis of Kenya's Experiences. International Journal of Research, 6(1), 408-416.
Nowak-Łojewska, A., O'Toole, L., Regan, C., & Ferreira, M. (2019). "To learn with" in the view of the holistic, relational and inclusive education. Kwartalnik Pedagogiczny, 251(1), 151-162.
Nyakundi, H. K., Awori, B. B., & Chege, P. M. (2016). Effectiveness of Placement Options for Learners with Hearing Impairment in Kajiado North Sub-County, Kajiado County, Kenya. International Journal of Arts and Commerce, 5(7), 61-76.
Omuruan, A., & Bamidele, A. (2019). Education policy in Nigeria, social citizenship and national development: returning to the nationalists' perspective - research. IFE PsychologIA: An International Journal, 27(1), 158-172.
Pather, S. (2019). Confronting inclusive education in Africa since Salamanca. International Journal of Inclusive Education, 23(7), 782-795.
Smeets, E., & Roeleveld, J. (2016). The identification by teachers of special educational needs in primary school pupils and factors associated with referral to special education. European Journal of Special Needs Education, 31(4), 423-439.
Sullivan, A. (2011). Disproportionality in Special Education Identification and Placement of English Language Learners. Exceptional Children 77(3), 317-334.
Zigler, R., Lusweti, S., Macmbinji, V., Jumba, V., Kaggi, B., & Namirembe, B. (2017). Situational Analysis and Development of Inclusive Education in Kenya and Tanzania. The Journal of The International Association of Special Education, 17(1), 11-17.

Downloads

Published

2020-02-07

How to Cite

Emmy, A. J. (2020). Identification and Analysis of The Problems Facing Educational Assessment Resource Centres in Five Selected Counties in Kenya. African Journal of Education and Practice, 6(1), 35–46. Retrieved from https://www.iprjb.org/journals/index.php/AJEP/article/view/1038

Issue

Section

Articles