Policy and Provision of Learning Supports and Accommodations for Students with Disabilities in Kenyan Public Universities
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Date
2016-10
Authors
Wanjau, Agnes Wanja
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
Abstract
The purpose of this study was to examine policy and provision of learning supports and
accommodations for students with disabilities (SWDs) in Kenyan Public Universities. An
exploratory descriptive survey design was used. Questionnaires, interview schedules, focus
group discussion guides, observation checklists and desk research were used as data collection
instruments in the study. Criterion sampling was used to select three institutions out of 7 Public
Universities as sample group of the study. Total population sampling was employed for SWDs
who participated in this study. The faculty, administrators and service providers who participated
in this study were selected purposefully. The data obtained by questionnaire were presented and
analyzed quantitatively by using descriptive statistics. On the other hand, the data obtained by
the use of interview schedules, focus group discussion guides, observation checklist and desk
research were presented and analyzed qualitatively. One of the key findings of this study was
that two of the studied Kenyan Public Universities had disability policies, however, they had not
been released to the public and their implementation was minimal. For the third university the
policy was still in draft form due to delays by the administration in ratifying it. A profound
finding of this study was that the universities provided few types of accommodations to SWDs.
The accommodations provided were also of a narrow range; therefore students did not have an
opportunity to choose supports that suited their specific individual needs. The other key finding
was that faculty (lecturers) in the Public Universities felt ill prepared and supported to teach
SWDs. An overwhelming majority of the members who participated in this study, (90 %), said
they had not received any training/professional training in teaching SWDs. Furthermore, well
over half of those who taught distance courses indicated that they had not received training in
accommodating SWDs in eLearning. A large proportion of the faculty (over 90%) also indicated
that they were not familiar with the principles of Universal Design for Leaning. Another
profound finding was that SWDs had negative experiences in requesting for supports and
accommodations in Public Universities. They were not aware of what accommodations and
supports were available to them nor did they receive effective accommodations or supports to
enable them participate fully in university education. Although some lecturers were willing to
provide accommodations if a student requested, other lecturers were not willing to provide those
accommodations. The study found that although disability issues were mentioned in some
university policy documents, there were wide gaps between policy and provision of
accommodations to SWDs in these institutions of higher learning, as these policies had hardly
been implemented. Consequent to these findings a number of recommendations have been made
to improve policy and provisions for SWDs at Public Universities in Kenya. First, Public
Universities should formulate clear-cut disability policies that are consistent with the Kenya
Constitution (2010) and the CRPD to ensure that SWDs are entitled to the required
accommodations as mandated by the law. Second, the universities should do a detailed research
on assistive devices available to SWDs in the market and provide these to the students. Third,
Public Universities should design an appropriate program for training of lecturers on handling
SWDs in order to make teaching effective. This program should incorporate the principles of
Universal Design. Fourth, Universities should provide necessary supports and accommodations
to SWDs with regard to policies, programs and procedures in order to afford them equal
opportunity in education. Finally; this study provides a Model for Provision of Learning
Supports and Accommodations to SWDs in Kenyan Public Universities, which the universities
should adopt in order to give structure to provisions.
Description
A Research Thesis Submitted In Fulfilment of the Requirements for the Award of the Degree of Doctor of Philosophy in the School of Education of Kenyatta University, October, 2016