COLLABORATION-INCLUSION MODEL: STAKEHOLDERS PERCEPTION OF ITS IMPEDIMENTS AS A SOCIO-COMMUNICATION SKILL DEFICIT INTERVENTION STRATEGY IN LEARNERS WITH AUTISM IN NAIROBI COUNTY, KENYA

Abstract

Autism Spectrum Disorder is a lifelong neurological disorder that affects individuals’ ability to communicate and socialize. It is commonly evident by age three but some cases can take long to be noticed. Parents' lack of awareness and cultural barriers are commonly associated with the delay. Research-based evidence indicates that the best approach to address social communication skill deficits in learners with ASD is by the use of a collaborative multidisciplinary team approach. This is more optimally done in an inclusive setting, both at school and in society. In this approach, speech therapists and other stakeholders collaboratively and consultatively work together as a team. While this has worked perfectly on many occasions, it has not always produced positive results, especially in developing countries like Kenya. It is important to review the key impediments to this model so that families, practitioners and policymakers can work together to ameliorate the situation created by the impediments. The main objective of this research was to consolidate what stakeholders perceive to be barriers to the effective use of the collaborative-inclusion model and what should be done to improve the current situation. Participants were selected purposefully, with an interview schedule and open-ended questionnaires as the main tools of data collection. Main impediments were found to be cultural barriers, poor training, shortage of physical and human resources, attitude and lack of support from administrators. Solutions include in-service training, the creation of awareness, training of more teachers, the inclusion of inclusion strategies in teacher training curriculum, and more funding by both county and national governments.

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