SUPPORTIVE STRUCTURES AND SERVICES AVAILABLE FOR ACADEMIC INCLUSION OF LEARNERS WITH HEARING IMPAIRMENT IN JUNIOR SECONDARY SCHOOLS AT DADAAB REFUGEE CAMP, KENYA

Autor

  • Lauren Lawi Anyango Moi University, Eldoret, Kenya
  • Emily Jepchirchir Bomett Moi University, Eldoret, Kenya
  • David Kipkasi Kessio Moi University, Eldoret, Kenya
  • Aisha Kulali Ngonze Moi University, Eldoret, Kenya

DOI:

https://doi.org/10.46827/ejse.v12i5.6766

Słowa kluczowe:

hearing impairment, inclusive education, junior secondary schools, supportive structures, refugee education

Abstrakt

Inclusive education in refugee settings remains a global challenge, especially for learners with disabilities who face multiple vulnerabilities (UNHCR 2023). This paper presents key findings from a study that explored supportive structures and services available for the academic inclusion of learners with hearing impairments in Junior Secondary Schools at Dadaab Refugee Camp, Kenya. Guided by the Social Inclusion Theory by Clough and Corbett, the study adopted a qualitative phenomenological design within the interpretivist paradigm to explore the lived experiences. Data were collected from 9 learners with hearing impairments, 10 peers, and 10 teachers through semi-structured interviews and focus group discussions and then analyzed thematically. Findings revealed that although inclusive practices are recognized and somewhat applied, learners still encounter significant obstacles due to a lack of assistive technologies, a shortage of Kenyan Sign Language interpreters, and limited teacher training in inclusive pedagogy. Nonetheless, supportive services such as availability of Learner Support Assistants, Educational Assessment and Resource Centers, psychosocial support and the integration of ICT were identified as essential facilitators of inclusion. However, the sustainability of these services is threatened by donor fatigue and the gradual withdrawal of humanitarian aid. The study reaffirms the Social Inclusion Theory by illustrating that inclusion requires systemic, pedagogical and attitudinal change. Recommendations include strengthening teacher training, expanding sign language interpretation, improving digital learning tools, and maintaining partnerships between the Ministry of Education, UNHCR and humanitarian organizations to ensure inclusive education.

Biogramy autorów

  • Lauren Lawi Anyango - Moi University, Eldoret, Kenya

    Lauren Anyango Lawi is a Master’s student in the Department of Educational Management and Policy Studies at Moi University, Eldoret, Kenya. Her research interests focus on inclusive education, special needs education, and education in humanitarian and refugee contexts. She is particularly interested in advancing access, participation, and quality education for learners with disabilities.

  • Emily Jepchirchir Bomett - Moi University, Eldoret, Kenya

    Emily Jepchirchir Bomett (PhD) is a Senior Lecturer in the Department of Educational Management and Policy Studies at Kabarnet University College, Kenya. Her academic and research interests include educational policy, inclusive education, and educational leadership. She has contributed to research and training in areas related to improving access and equity in education.

  • David Kipkasi Kessio - Moi University, Eldoret, Kenya

    David Kipkasi Kessio (PhD) is a Senior Lecturer in the Department of Educational Management and Policy Studies at Moi University, Eldoret, Kenya. His research interests include educational management, policy studies, and curriculum implementation. He has been involved in academic research and supervision, contributing to the advancement of educational practice and policy.

  • Aisha Kulali Ngonze - Moi University, Eldoret, Kenya

    Aisha Kulali Ngonze (MA, LLM) is an Advocate of the High Court of Kenya and an International Humanitarian, Human Rights, and Refugee Law practitioner with over a decade of experience working on humanitarian response and international protection with the Government of Kenya and the United Nations in field and headquarters locations. Her research interests include forced migration, human rights, humanitarian practice and artificial intelligence. She has contributed to research in areas related to improving access and equity in education for learners as part of general child protection in forced displacement settings.

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Pobrania

Opublikowane

2026-06-03

Numer

Tom 12 Nr 5 (2026)

Dział

Articles

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