Practices and Challenges in Deaf Education in Kenya

Abstract

Ensuring inclusive, equitable, and quality education for all, including those with disabilities, is one of the Sustainable Development Goals to which Kenya has subscribed. The special education policy in Kenya specifically advocates for early assessment and intervention, appropriate adaptation and differentiation of the curricula, use of relevant pedagogical approaches, adequate and relevant educational resources, and accessible classroom communication for learners with diverse needs. Nonetheless, the education of deaf and hard-of-hearing learners in Kenya faces challenges, such as societal myths, barriers to curricular access, teacher incompetence in the language of instruction, and low expectations. Some members of the Deaf community remain apprehensive about the global trend toward inclusive education. The prospect of education of the deaf and hard-of-hearing learners in Kenya is bright, however, considering where the country has come from. Some issues that still need to be addressed are mentioned in this chapter.