HISTORICAL ANALYSIS OF THE GOVERNMENT’S PARTICIPATION IN THE ESTABLISHMENT AND THE DEVELOPMENT OF EDUCATION FOR THE VISUALLY IMPAIRED PERSONS IN KENYA

Authors

  • David Kavinje Chikati Department of Educational Foundations, University of Nairobi, Kenya
  • Lydiah Njoki Wachira Dr., Department of Educational Foundations, University of Nairobi, Kenya
  • Joseph Munyoki Mwinzi Dr., Department of Educational Foundations, University of Nairobi, Kenya

DOI:

https://doi.org/10.46827/ejse.v0i0.2438

Keywords:

special education, education for the visually impaired learners, government’s participation, Kenya

Abstract

This paper examines the involvement of the government in the development of education for the Visually Impaired (VI) persons in Kenya from the time such education was established to the present. The paper presents the government’s hand in the strides made and the challenges experienced in the development of education through the years. In documenting the involvement of the government, the researchers employed the use of a historical research design in data collection, analysis and interpretation. Data was evaluated through external and internal criticisms. The historical inquiry was done by collection of archival data through archival research, collection of data through interviews and research into secondary materials in libraries. Data collected was analyzed qualitatively through triangulation and deduction of themes. The research findings in the paper provide an overview of the state of education for the VI learners in Kenya. The research findings reveal that whereas the government may not have done much towards supporting education for the VI, the government still played a significant role that has led to the current improved access to education for the VI learners in Kenya.

 

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References

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Archival Sources

KNA, MOH/3/282: Kenya National Archive (KNA)-Education for the blind

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TSB, S/4/1999: File of records of Thika High School for the Blind BOG and PTA meetings 1990-1999

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Published

2019-05-24

Issue

Vol 4, No 2 (2019)

Section

Articles

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