Academic staff effectiveness in mainstreaming disability interventions for students with special needs in public Universities in Kenya : A cas e of the University of Nairobi

Abstract

The Universal Declaration of Human Rights (UDHR) in 194 8 emphasizes on th e right of every child to rece ive quality basic education. Furthermore UNESCO Salamanca Statement Framework for Action of 1994 emphasized on education for all disabled children, calling for inclusion to be the norm; and that schools should accommodate all children regardless of their physical, intellectual , social, emotional, linguistic or other conditions. This paper focuses on academic staff ’s (teaching staff) effectiveness in mainstreaming disability interventions for students with special needs in publi c universities in Kenya ; a case of the University of Nairobi. University of Nairobi , as other public universities, has a disability mainstreaming policy, throug h which staff is being t rained on matters of disability , in order to facilitate the needs of stu dents with special needs ; as reported in the Strategic Plan (2013 - 2018), whereby , 90% of the teaching staff were trained in pedagogical and andragogical skills. The question is , how many of the 90% trained teac hing staff, were trained in disability skills , knowledge and attitudes ? How many of those trained can effectively interact with students who have special needs in the teaching - learning process? Hence, th is study examined capacity building initiatives; type of resources, content and methodologies th at the academic staff utilizes when dealing with st u dents with disability . A case study design was employed; and the study targeted students with special needs, at undergraduate level, dean of students, academic staff, chairpersons of departments, R egistr ar s (academic and administration ), dean of schools , and interpreters for the deaf students . D ata collection instruments included interview schedules, observation schedules, questionnaires, and document analysis. The study found out that resources, faciliti es and infrastructure; teaching and learning methodologies, content preparation modes, lack of skills, attitudes knowledge in handling students with disabilities not only influenced academic staff effectiveness in mainstreaming disability interventions but also influenced learning outcomes among students with special needs. The study recommended a scheduled capacity building programme where academic staff is trained and sensitized on knowledge, skills and attitudes on how to teach assess and manage students with disability.