Virus showed State neglect of special needs schools

Jane Chesire takes learners through audio and video books at Milimani primary school in Nakuru on September 26, 2018. [PHOTO BY MERCY KAHENDA]

We thank the Kenya Institute of Curriculum Development (KICD) and other players for providing online platforms that to a large extend ensured teaching and learning went on even after the outbreak of coronavirus. However, it is sad to note that disabled learners were largely left out of these programmes.

Some of the disabilities are hearing impairment, mental illness, physical disabilities, visual impairment, deafness, blindness, and autism.

Apart from those with physical disabilities who could still learn, albeit with a lot of difficulties, the rest had major challenges attending the lessons or access the learning materials.

Just how did those who were conducting the online lessons expect a blind child to learn through television? In most cases, teachers use gestures while giving explanations. They also use colours. Blind children could not see the gestures or colours. For the deaf, how could they have benefited from the radio lessons? Deaf children may have benefited from TV lessons but despite the presence of an interpreter, the body language, which forms 70 per cent of communication, was missing.

Many disabled children missed out as most of the methods used during online lessons mainly took the shape of classrooms for able-bodied children.

For learning to take place for children with special needs, there are some basic needs that must be satisfied. For instance, special schools have put in place sessions of physiotherapy and occupational therapy. Health services tailored for specific needs of children are also provided. Also, the schools have well-trained personnel who handle the children, and whose skills may not be found at home.

Most special needs schools had a feeding programme for learners, especially those in arid and semi-arid areas. This too was discontinued, exposing the children to a lot of suffering as parents had to juggle between taking care of them and fending for the family.

Closure of schools due to Covid-19 discontinued most of these services thereby rolling back gains that had been made in assisting the children, especially because some of them could not access these services from home.

Cases, where children with special needs are locked up, have been reported. Some have been defiled among other abuses.

We also take this opportunity to thank the government for announcing that children who get pregnant will still be allowed to pursue their education. This is a bid step in ensuring those who have been violated are not completely disadvantaged.

At the same time, authorities must ensure all the disabled people are factored in when allocating and distributing funds meant to fight against Covid-19. We must enhance equality, even in the provision of information, not only that which relates to coronavirus, but any information that informs making of important decisions.

It is approaching five months since schools reopened. Yet, many disabled children are yet to report back. Never mind KCPE and KCSE examinations are just around the corner and their able-bodied counterparts, with whom they are expected to sit the same tests, are busy preparing. It is hard to even being to imagine the disparities.

Before Covid-19 struck, special schools were already grappling with shortage of funds that was crippling their day-to-day programmes. The government must re-look at and increase capitation for learners with special needs to give them an equal chance at life.

Maybe the government should also consider establishing ICT hubs in all special schools to take care of such eventualities. This way, learners and teachers will farmiliarise themselves with the various online platforms which can be modified to suit their special needs and ensure their learning is not cut short in the event of such a pandemic such as Covid-19.

At the same time, and as a matter of urgency, all learners with special needs should be enrolled in National Hospital Insurance Fund (NHIF) as has been done with secondary schools, to enhance the children’s access to healthcare. Some of these children need very special care which their parents or guardians cannot afford.

The writer is national chairman, Special Schools Headteachers Association