Disabilities In Kenya Research Articles

Resource utilization by children with developmental disabilities in Kenya: discrepancy analysis of parents’ expectation-to-importance appraisals

The purpose of this study was to describe parental perceptions of eight physical and human resources available to meet the needs of children with developmental disabilities in Kenya. Specifically, the study assessed the discrepancy between the importance parents attached to specified resources and the expected use of those resources by their children with developmental disabilities. Discrepancy analysis was conducted on parents’ expectation-to-importance appraisals of eight resources identified in previous research including, health, education, friendships, husband/wife, religious organization, community membership/acceptance, employment/work, and home. Overall, parental appraisal of likely access-to-importance was significantly related across all eight physical and human resource areas. Discrepancy scores ranged from negative, through zero, to positive, categorized under-utilized, congruent, and over-utilized, respectively. Chi-square analyses were non-significant for gender across all resources with only slight gender differences noted on three resources. Most parents reported a match between expected use and importance in five of the eight community resources; health (57.4%), friends (54.6%), religious affiliation (59.8%), acceptance in the community (60.3%), and having one’s own home (62.6%). However, “husband/wife” fell outside the congruent range (50.4%), with slight gender differences noted. Finally, two resource areas where the majority of parents reported non-congruence were educational programs and employment/career service.

Prediction of School Enrolment of Children with Intellectual Disabilities in Kenya: The role of parents' expectations, beliefs, and education

The purpose of this study was to develop a logistic regression model for the prediction of school enrolment of Kenyan children with intellectual disabilities. The initial set of predictors included three demographic variables (child's gender, child's level of intellectual disability, and parents' level of education) and six factors of parents' expectations and beliefs about future outcomes and education of children with intellectual disabilities. Previous research implicated some of these concepts in school enrolment of children with disabilities in African countries without providing a particular prediction model. The hypothesised factor structure of the instrument developed in this study was tested by using a confirmatory maximum likelihood factor analysis. A stepwise logistic regression was conducted with the initial model including all nine predictors of school enrolment of children with intellectual disabilities in Kenya. Significant predictors in the final logistic regression model were (a) parents' expectations about social acceptance of the child, (b) parents' bias against educating children with intellectual disabilities, (c) parents' beliefs about a segregated school option, (d) parents' beliefs about the appropriateness of the child's school education, and (e) parents' level of education.

The Making of Mission Schools in Kenya: A Microcosmic Perspective

Previous articleNext article No AccessThe Making of Mission Schools in Kenya: A Microcosmic PerspectiveRobert W. StrayerRobert W. Strayer Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 17, Number 3Oct., 1973 Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/445724 Views: 37Total views on this site Citations: 10Citations are reported from Crossref Copyright 1973 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Andrew E. Barnes Christianity and Vocational Education in Africa, (Jun 2020): 151–183.https://doi.org/10.1007/978-3-030-38277-3_7Inge Dornan Conversion and Curriculum: Nonconformist Missionaries and the British and Foreign School Society in the British West Indies, Africa and India, 1800–50, Studies in Church History 55 (Jun 2019): 410–425.https://doi.org/10.1017/stc.2018.7Armin Owzar Erziehung zur Ebenbürtigkeit? Ostafrikanische Schülerinnen und Schüler auf und in Menschenbildern evangelischer Missionare um 1900, (Sep 2018): 207–232.https://doi.org/10.13109/9783666101564.207Felicity Jensz Non-European Teachers in Mission Schools: Introduction, Itinerario 40, no.33 (Dec 2016): 389–403.https://doi.org/10.1017/S0165115316000620Brent C. Elder, Michelle L. Damiani, Benson O. Oswago From attitudes to practice: utilising inclusive teaching strategies in Kenyan primary schools, International Journal of Inclusive Education 20, no.44 (Sep 2015): 413–434.https://doi.org/10.1080/13603116.2015.1082648Brent C. Elder Right to Inclusive Education for Students with Disabilities in Kenya, Journal of International Special Needs Education 18, no.11 (Mar 2015): 18–28.https://doi.org/10.9782/2159-4341-18.1.18Edith Mukudi Omwami Agentive role of government in African education: North Nyanza, 1890–1920, Journal of Educational Administration and History 46, no.44 (Sep 2014): 405–423.https://doi.org/10.1080/00220620.2014.940857Hansjörg Dilger, Dorothea Schulz Politics of Religious Schooling: Christian and Muslim Engagements with Education in Africa, Journal of Religion in Africa 43, no.44 (Jan 2013): 365–378.https://doi.org/10.1163/15700666-12341262Felicity Jensz Missionaries and Indigenous Education in the 19th-Century British Empire. Part II: Race, Class, and Gender, History Compass 10, no.44 (Apr 2012): 306–317.https://doi.org/10.1111/j.1478-0542.2012.00838.xFelicity Jensz Missionaries and Indigenous Education in the 19th-Century British Empire. Part I: Church-State Relations and Indigenous Actions and Reactions, History Compass 10, no.44 (Apr 2012): 294–305.https://doi.org/10.1111/j.1478-0542.2012.00839.x