Educating Children with Emotional and/or Behavioral Disabilities in Kenya: A Right or a Privilege?

Abstract

In spite of the United Nation's inclusion of education as a right for all in the Universal Declaration of Human Rights in 1948, many Kenyan children with emotional and behavioral disorders continue to be denied educational opportunities that have been provided for their peers without disabilities. Using surveys, the issues affecting the provision of educational services for children with E/BD in Kenya were explored. Findings indicated that the educational programming for children with E/BD has been negatively impacted by the lack of an explicit government policy on special education, inadequate funding, lack of public awareness and support, and persistent negative traditional beliefs, cultures, and practices. The Kenyan government and citizens must unite in promoting the education of these children as a right rather than a privilege.