MAIN CHALLENGES FACING PROVISION OF PRODUCTIVE SPEECH THERAPY TO INDIVIDUALS WITH AUTISM SPECIFICALLY THOSE WHO HAVE SPEECH AND LANGUAGE CHALLENGES IN KENYA

##article.authors##

  • Mercy Wambui Muhindi Special Surgery, Kenyatta University, Kenya
  • Jacqueline Wandia Kinyua Special Surgery, Kenyatta University, Kenya
  • Nanjala Hellen Khamali Special Surgery, Kenyatta University, Kenya
  • Hellen Njuguna Njoroge Special Surgery, Kenyatta University, Kenya
  • George Mathenge Wairungu Lecturer, Dr., Department of Special Needs, School of education, Kenyatta University, Kenya

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https://doi.org/10.46827/ejse.v12i3.6664

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autism spectrum disorder##common.commaListSeparator## speech-language therapy##common.commaListSeparator## Kenya##common.commaListSeparator## augmentative and alternative communication##common.commaListSeparator## inclusive education

##article.abstract##

This narrative review summarizes the evidence on obstacles hindering effective speech-language therapy (SLT) to help autistic individuals with communication needs in Kenya and identifies the practice and policy interventions applicable to special education. Challenges within the reviewed literature fell into five themes: (a) acute workforce shortages and a lack of ASD-specific training to advance speech-language pathologists; (b) delayed diagnosis and discontinuous referral referral channels that impede access to early intervention; (c) urban concentration of services, excessive out-of-pocket expenses, and insufficient insurance coverage; (d) a lack of access to culturally and linguistically responsive assessment instruments and augmentative and alternative communication (AAC) tools; and (e) stigma, lack of knowledge about autism and The review offers the argument that such gaps can be bridged by concerted efforts in health and education systems such as enhanced pre-service and in-service training, routine developmental screening, scalable caregiver-mediated strategies, school-based SLT supports, and better financing systems of therapy and AAC. Conclusions are made regarding the implications of inclusive education, individualized education plans, and equal participation of autistic learners in schools in Kenya.

##submission.authorBiographies##

  • ##submission.authorWithAffiliation##

    Mercy Wambui Muhindi holds a Bachelor of Education (Arts) degree from Laikipia University, Kenya. She is currently a Master’s student in the Graduate Program in Speech and Language Pathology at Kenyatta University, where she is expected to defend her thesis in 2027. Her academic and research interests center on improving access and equity in communication health services, with a particular focus on barriers to early diagnosis, inclusive education, and the delivery of speech and language therapy services. She is especially committed to advancing evidence-based practices that support children with communication disorders in underserved communities.

  • ##submission.authorWithAffiliation##

    Jacqueline Wandia Kinyua holds a Bachelor’s degree in Counselling Psychology and Sociology, as well as a Post Graduate Diploma in Education. She is currently a Master’s student in Speech and Language Pathology at Kenyatta University, Kenya. She is a practising Early Interventionist in Kisumu, Kenya, with experience supporting children with communication and behavioural challenges. Her academic and professional interests lie in the field of Speech and Language Pathology, with a particular focus on early intervention, autism spectrum disorder and aphasia.

  • ##submission.authorWithAffiliation##

    Hellen Nanjala has a Bachelor's degree in linguistics and literature, passionate advocate for children with autism and communication disorders, currently a master's degree student in speech and language pathology.

  • ##submission.authorWithAffiliation##

    Hellen Njuguna Njoroge holds a Bachelor’s degree in Special Needs Education and is currently a Master’s student in Speech and Language Pathology at Kenyatta University, Kenya. She is a practicing special needs educator based in Nairobi, Kenya, with experience supporting children with diverse communication and developmental needs.Her academic and professional interests lie in the field of Speech and Language Pathology, with a particular focus on Autism Spectrum Disorder and craniofacial conditions. She is actively engaged in research exploring communication disorders in these populations, with an emphasis on evidence-based intervention and improved clinical outcomes in low-resource settings

  • ##submission.authorWithAffiliation##

    George Mathenge Wairungu, Lecturer, School of Education, Department of Special Needs, Kenyatta University, Kenya.

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##submissions.published##

2026-04-15

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##issue.vol## 12 ##issue.no## 3 (2026)

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