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The Inclusion of Students with Visual Impairment in Regular Institutions in Kenya: An Analysis of Policy and Legal Framework

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  • Joshua Odhiambo Adongo.

    (Head of Department of Foundation of Special Education, Kenya Institute of Special Education. He holds doctoral degree (Inclusive Education) of University of South Africa (UNISA), P.O. Box 48413-00100 Nairobi)

Abstract

This study is concerned with the inclusion of students with visual impairments in the regular institutions in Kenya. The purpose is to study the policy documents that have been guiding the inclusion of students with disabilities including those with VI in the regular institutions since independence. The research questions to be answered by the study were: (a) what policies guide the inclusion of students with visual impairments in regular institutions in Kenya; (b) What is the context in which the policies that guide inclusion were formulated in Kenya; (c) What were the consequences of the policies on the inclusion of students with VI in society. The study adopted qualitative research approach to carry out the study. It analyzed five education commission and working committee reports and four policies with have been formulated on the persons with disabilities in Kenya. The findings of the study would assist in identifying the gaps in the policies concerned with the provision of services to persons with disabilities including those with VI.

Suggested Citation

  • Joshua Odhiambo Adongo., 2024. "The Inclusion of Students with Visual Impairment in Regular Institutions in Kenya: An Analysis of Policy and Legal Framework," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(3), pages 2245-2267, March.
    • Handle: RePEc:bcp:journl:v:8:y:2024:i:3:p:2245-2267
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