• English
    • ไทย
  • English 
    • English
    • ไทย
  • Login
View Item 
  •   Wisdom Repository Home
  • คณะและวิทยาลัย
  • คณะรัฐประศาสนศาสตร์
  • GSPA: Dissertations
  • View Item
  •   Wisdom Repository Home
  • คณะและวิทยาลัย
  • คณะรัฐประศาสนศาสตร์
  • GSPA: Dissertations
  • View Item
JavaScript is disabled for your browser. Some features of this site may not work without it.

Browse

All of Wisdom RepositoryCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsBy Submit DateResource TypesThis CollectionBy Issue DateAuthorsTitlesSubjectsBy Submit DateResource Types

My Account

Login

A phenomenological study of access to education for learners living with disability in Kenya: a study of policy implementation and strategies in Siaya and Kisumu counties

by Owuor, Fredrick Ochieng

Title:

A phenomenological study of access to education for learners living with disability in Kenya: a study of policy implementation and strategies in Siaya and Kisumu counties

Author(s):

Owuor, Fredrick Ochieng

Advisor:

Ploy Suebvises,

Degree name:

Doctor of Philosophy

Degree level:

Doctoral

Degree discipline:

Development Administration

Degree department:

School of Public Administration

Degree grantor:

National Institute of Development Administration

Issued date:

2018

Publisher:

National Institute of Development Administration

Abstract:

Access to education is a basic human right that every government seeks to guarantee its people. Policymakers in the education sector continue to focus on formulating and implementing policies that ensure that all children have equal chances of accessing quality education regardless of their social, economic, or physical status. However, learners living with a disability are still facing numerous challenges in their quest for education.  Well-thought-out policy implementation strategies can assist in ensuring that learners living with a disability access quality education like other children without any challenges. The study sought to determine the factors hindering access to education by learners living with a disability in a case study of Siaya and Kisumu counties in Kenya. The study made reference to theories of policy implementation, namely top-down, bottom-up, and the hybrid approaches. The study adopted a qualitative phenomenological approach in order to understand the individual lived experiences of learners living with a disability in terms of policy implementation. The objectives of the study were: to explore the policy context of students living with a disability; to analyze the factors influencing policy implementation for access to education by students living with a disability; and to recommend strategies for improving access to education for learners living with a disability. Data were collected in 3 schools within 2 countries in Kenya. Three principals, 3 parents, 2 education officers, 9 learners living with a disability, and 18 teachers in 3 focus groups were selected using convenience and purposive sampling techniques. The unit of analysis for this research was the individual. Content review of daily recordings, semi-structured interviews, and focus group interviews were used for the data collection. For the analysis, the study adopted thematic analysis where six stages were followed: (a) becoming familiar with the data obtained; (b) generating initial codes; (c) identifying emerging themes; (d) reviewing the themes; (e) defining and naming the themes; and (f) producing the report. The findings revealed that the main factors hindering access to quality education by learners living with a disability included lack of decision-making ability by stakeholders at the grassroots level (teachers, school heads, and county education officers), lack of awareness of the existing support structures for learners living with a disability, lack of parental and peer support, negative cultural beliefs and perceptions about people living with disability, lack of sufficient special facilities and infrastructure in schools, and an unfavorable curriculum. The study recommends the following: policymakers should consider a bottom-up approach or a hybrid approach to decisions involving learners living with a disability, development and implementation of policy to enable research on learners living with disabilities, strict implementation of policies and laws on the discrimination of persons living with disabilities, the government to ensure that schools have sufficient special facilities and supportive infrastructure for learners living with disability, hiring of more trained teachers, review and customization of the curriculum to meet the needs of different types of learners living with a disability, and increasing awareness of disabilities and the existing support systems for leaners living with a disability.

Description:

Dissertation (Ph.D. (Development Administration))--National Institute of Development Administration, 2018

Subject(s):

Education -- Kenya

Keyword(s):

e-Thesis
Inclusive education
Inclusive education policy
Inclusive education practices

Resource type:

Dissertation

Extent:

204 leaves

Type:

Text

File type:

application/pdf

Language:

eng

Rights:

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

URI:

http://repository.nida.ac.th/handle/662723737/4046
Show full item record

Files in this item (CONTENT)

Thumbnail
View
  • b203125e.pdf ( 2,612.79 KB )

ทรัพยากรสารสนเทศทั้งหมดในคลังปัญญา ใช้เพื่อประโยชน์ทางการเรียนการสอนและการค้นคว้าเท่านั้น และต้องมีการอ้างอิงแหล่งที่มาทุกครั้งที่นำไปใช้ ห้ามดัดแปลงเนื้อหา และทำสำเนาต่อ รวมถึงไม่ให้อนุญาตนำไปใช้ประโยชน์เพื่อการค้า ไม่ว่ากรณีใด ๆ ทั้งสิ้น



This item appears in the following Collection(s)

  • GSPA: Dissertations [410]

Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International license.

Copyright © National Institute of Development Administration | สถาบันบัณฑิตพัฒนบริหารศาสตร์
Library and Information Center | สำนักบรรณสารการพัฒนา
Email: NIDAWR@nida.ac.th    Chat: Facebook Messenger    Facebook: NIDAWisdomRepository
 

 

Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International license.

Copyright © National Institute of Development Administration | สถาบันบัณฑิตพัฒนบริหารศาสตร์
Library and Information Center | สำนักบรรณสารการพัฒนา
Email: NIDAWR@nida.ac.th    Chat: Facebook Messenger    Facebook: NIDAWisdomRepository
 

 

‹›×