The role of the government in the provision of resources and facilities to special education institutions in Nairobi Province.

Abstract

The purpose of this study was to investigate the role of the government in the provision of resources and facilities to special education institutions in Nairobi province. The Kenya government is charged with a responsibility of providing education to all Kenyans. The handicapped children require modification of school practices, or special education services in order to develop to their maximum capacity. The research was concerned with identifying the teaching and learning facilities and resources, providers of these resources, and constraints experienced by those concerned with special education.

The literature review revealed that resources were sufficiently provided towards special education in many developed countries. Like other developing countries, the Kenya government is committed to ensuring that provisions are availed for the success of special education. Such provisions may be private or public.

To collect the relevant data, the method of study used questionnaire, interview and library research on relevant materials. Data collected were analyzed by using descriptive methods such as percentages, frequencies, content analysis and ratios.

The research findings were presented in tables, interpreted and discussed. The study identified the teaching and learning resources required and revealed that they are not sufficient. The money given by the government is not enough while the donors and sponsors do not reach all the schools and where they reach,

they are not regular. The government provides special education teachers but they are not enough. However, the government is opening up more chances for teachers to train and further in special education.

Several bodies that support special education were identified. They include non-governmental organizations, private companies, banks, and individuals. These bodies mainly provide equipment for teaching and learning but not teachers. It was revealed that many institutions experience lack of necessary resources and facilities including teaching and learning aids and transport. There is also a general negative attitude towards the handicapped.

The researcher concluded that although the government was concerned with providing education to the handicapped, and even worked with other organizations to improve the quality of special education, a lot more has to be done since many of the schools lack the required equipment and teachers are not enough. The public also needs to be sensitized about the special child and special education. This would help remove constraints experience by administrators and teachers in the course of providing special education.

The researcher therefore recommended that the government should reconsider increasing the money allocated to special education and supply teaching and learning equipment to schools. More trained teachers to be recruited and more organizations should come up and support special education and spread their support to all the special schools.

Basing on the study findings, the researcher also suggested that there was need for further research on firstly, how the money allocated by the government for special education is used. Secondly, the attitude of regular students and teachers towards the handicapped in inclusive education. Thirdly, what the government has done towards creating job opportunities for the handicapped and lastly, a replication of this study be done in rural schools.