Policies to increase access to quality education have largely focused on reducing gender and income inequality; however, many children do not attend or fully participate in school because they have disabilities. Limited policy attention towards children with disabilities in developing countries is an obstacle to progress towards universal education. The limited knowledge and inadequate policies means many children with disabilities have limited access to quality education. In 2010, the legislative and policy context in Kenya changed significantly. The paper examines how the new constitution and the National Special Needs Education Policy Framework may impact the education of children with disabilities in coming years. The paper concludes that there is reason to be cautiously optimistic about the education of children with disabilities because of the new constitution and the National Special Needs Education Policy Framework make the government legally liable for their education.
"Education for children with disabilities: Will policy changes promote equal access in Kenya?,"
Comparative and International Education / Éducation Comparée et Internationale: Vol. 47
, Article 3.
Available at: https://ir.lib.uwo.ca/cie-eci/vol47/iss2/3