EXPERIENCES OF STREET-LEVEL BUREAUCRATS IN THE IMPLEMENTATION OF POLICIES INVOLVING ACCESS TO EDUCATION BY LEARNERS LIVING WITH DISABILITY IN WESTERN KENYA: A CASE OF EDUCATION OFFICERS, SCHOOL PRINCIPALS AND TEACHERS

Abstract

Background: Educations is cited as a basic human right whose access is prime and subject to international scrutiny to ensure standardization. Pro equality policies are thus formulated to ensure access to education. However, there are challenges facing learners living with disability that lead to far reaching implications on the equal access to quality education. It is with this that the study herein reviewed the feedback by various educational stakeholders on factors hindering access to education by learners living with disability with focus on the Kisumu and Siaya Counties in Kenya. Methods: Qualitative research methodology guided this study. A total of 2 education officers, 2 principals and teachers participated in the study. Research data was collected through interviews and focus group discussions sessions. Data analysis was conducted using thematic method. Results: Experiences by given education stakeholders revealed that there are numerous barriers to access to education by learners living with disability. The factors include the lack of decision making capacity and authority for low level stakeholders; lack of awareness on support structures available; lack of community support, cultural stereotypes, inadequate infrastructure and curriculums. Conclusion: The findings cite the need to entrust decision making capacity to low level stakeholders and to allow the incorporation of a bottom up approach or a hybrid approach to decision making with regards to access to education for learners with disability. The aforementioned is key in the seamless implementation of various recommendations.

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