Sample Two

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CHAPTER ONE: INTRODUCTION

1.1 Background Information

Disability is an umbrella term, covering impairments, activity limitations and participation

restrictions. Persons with disabilities include those who have long term physical, mental,

intellectual or sensory impairments which in interaction with various barriers may hinder their

full and effective participation in society on an equal basis with others.

Disability has long been seen as a silent quagmire which causes untold misery in the community.

Children born with physical end up been hidden from view by their families with the larger

community barely acknowledging their existence. Stigmatization and denial of fundamental

rights, including the right to education are common experiences visited upon these children.

These experiences are worse in communities where a majority of the inhabitants live below the

poverty line.

According to the World Health Organization (WHO), disability affects 10% of every population

(NCAPD, 2008). An estimated 650 million people worldwide, of whom 200 million are children,

experience some form of disability. According to Journal-Enabling Access to PWDs (2006),

surveys conducted in 55 countries by the Disability Statistics Compendium show prevalence

rates varying from 0.2% to 21%. People with disabilities confront a range of handicapping

situations depending on the extent of their disability with access to infrastructure and services

posing big challenge. In Kenya the government and various organizations have tried to put in

place systems to minimize handicapping situations faced by PWDs. Various interventions have

proved that it is possible to minimize the degree of handicap and enhance the performance of

PWDs, such as education policy on integration of PWDs into other learning institutions, and

inclusion of service provision to PWDs in the National Health Sector Strategic Plan.

Over the last few years, public schools, have been taking steps to give equal access to children

from diverse economic and social backgrounds. But this equity has not yet reached children with

disability, partly because of lack of awareness and sensitivity, and also because of limited

infrastructural support. With the intent of generating such awareness and creating an atmosphere

of equal opportunity towards inclusivity at primary school, this research suffices.

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1.2 Problem Statement

Education for children with physical disabilities has long been a serious cause of concern in

Kenya, as also in other countries around the world. A child with a disability learning in

mainstream educational institutions in Kenya experiences many difficulties in navigating through

the obstacle course of the Kenyan educational system. Problems exist in many areas– access

impairments, activity limitations and participation restrictions. Thus the educational experience

often becomes a nightmare for a pupil who is disabled. It is against this background that the

researcher seeks to look at factors that contribute to low enrolment of learners with physical

disabilities in public primary schools in Makadara sub county –Nairobi County.

Purpose of the study

The purpose of the study is to look into the factors contributing to low enrolment of learners with

physical disability in Makadara Sub County-Nairobi County

1.4 Research objectives

1. To assess the role of community in ECD development and expansion in Kayole Division

2. To find out what community involvement means to the people of Kayole Division.

3. To find out the impact of community involvement in retention, transition and

performance

1.5 Research Questions

a) Is there any role the community plays in ECD centers development and expansion?

b) How does the community participate in ECD development?

c) How does the community support parent’s efforts in realizing ECD objectives?

d) What support services does the community provide to the child?

e) What norms or values can the community inculcate in the child?

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1.6Scope of Study and Limitations

1.6.1 Scope of the study

This study will partially fulfil the requirements for the award of Diploma in Early Childhood

Development and Education. The researcher will also use the findings of the study to make

recommendations on how the community involvement can improve retention, transition and

performance.

In order to achieve the overall objective of the study, the following set of activities are planned

and duly executed;

1. Reviewing relevant social protection documents

2. Developing draft survey tools, pre-testing with enumerators before and carrying out study

orientation with the research assistants

3. Hold consultations with all relevant key stakeholders in the survey site

4. Data collection through questionnaires, interviews and discussion groups

5. Data analysis, interpretation and report writing

6. Developing a draft report, discuss with High Rise ECD Centre and final report handover.

1.6.2 Possible Limitations of the Study

One of the potential limitations of the study will likely be sampling errors which are pervasive.

The sampling may increase or decrease in bias due to socio -economic or demographic factors.

The sample value from the population parameter may distort reliability of the sample.

These errors may be due to overestimation or underestimation of the parameters of the study and

consequently distort reliability of the sample estimates. These cannot be easily eliminated by increasing

the sample size.

The basic types of non-sampling errors likely to occur in the study include the following:

 The likelihood that some of the elements within the designated population will not

respond to the study.

 Non-responsive errors are likely to occur as a result of the respondents not willing to

participate in the study.

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 Some respondents will not respond positively because of lack of knowledge on the

subject of the study.

 Non-response may also arise because some respondents may not want to give information

they consider private and confidential especially when it touches on family, or other

aspects they consider personal.

 Another limitation of the study is the availability of financial resources to carry out the

research. The study will be expensive as it involves travelling, hiring research assistant to

the research sites.

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CHAPTER TWO: LITERATURE REVIEW

Literature informing this research will been sourced through a content analysis approach of

various documents from library search, online sources and Ministry of Education- Kenya

documents i.e. Sessional Papers, conventions, charter and the constitution of Kenya will be

sourced and reviewed .

Children with disability are currently facing challenges related to the following: impairments,

activity limitations and participation restrictions among others.

Kenya is a signatory to various international conventions and charter including:

2.1 The Universal Declaration of Human Rights (1948)

This is arguably the first global convention to recognize the rights of the individual to equality.

The preamble states that: Whereas recognition of the inherent dignity and of the equal and

inalienable rights of all members of the human family is the foundation of freedom, justice and

peace in the world,

Article 26 of the 1948 Universal Declaration of Human Rights states that “everyone has the right

to education”. Not only is education a basic human right, it both equips individuals with the

skills and knowledge to lead better lives and underpins human development. But education is

still not a right recognized by all, and many who miss out on education miss out on the

opportunity to improve their lives. In recognition of this, governments, United Nations agencies,

donors, NGOs and civil society groups made a joint commitment to provide Education for All

(EFA) in March 1990 at the World Conference on Education for All in Jomtien, Thailand. The

pledge was made by 155 countries and representatives of 160 government and non-government

agencies.

2.2 The World Programme of Action Concerning Disabled People (1982)

A major outcome of the International Year of Disabled Persons was the formulation of the World

Programme of Action concerning Disabled Persons, adopted by the General Assembly on 3

December 1982, by its resolution 37/52.

The World Programme of Action (WPA) is a global strategy to enhance disability prevention,

rehabilitation and equalization of opportunities, which pertains to full participation of persons

with disabilities in social life and national development. The WPA also emphasizes the need to

approach disability from a human rights perspective. Its three chapters provide an analysis of

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principles, concepts and definitions relating to disabilities; an overview of the world situation

regarding persons with disabilities; and set out recommendations for action at the national,

regional and international levels. "Equalization of opportunities" is a central theme of the WPA

and its guiding philosophy for the achievement of full participation of persons with disabilities in

all aspects of social and economic life. An important principle underlying this theme is that

issues concerning persons with disabilities should not be treated in isolation, but within the

context of normal community services.

2.3 Rehabilitation and Employment (Disabled Persons) Convention, 1983 (No. 159)

Convention concerning Vocational Rehabilitation and Employment (Disabled Persons)

(Entry into force: 20 Jun 1985)

For the purposes of this Convention, the term disabled person means an individual whose

prospects of securing, retaining and advancing in suitable employment are substantially reduced

as a result of a duly recognized physical or mental impairment.

2. For the purposes of this Convention, each Member shall consider the purpose of vocational

rehabilitation as being to enable a disabled person to secure, retain and advance in suitable

employment and thereby to further such person's integration or reintegration into society

3. The provisions of this Convention shall be applied by each Member through measures which

are appropriate to national conditions and consistent with national practice.

4. The provisions of this Convention shall apply to all categories of disabled persons.

2.4 The African Charter on Human and Peoples Rights (Banjul Charter 1986)

The charter calls on states to make legal provision or other measures necessary to ensure that all

people treated equally. Article 18 (4)

The aged and the disabled shall also have the right to special measures of protection in keeping

with their physical or moral needs.

Article 19: All peoples shall be equal; they shall enjoy the same respect and shall have the same

rights. Nothing shall justify the domination of a people by another.

2.5 The Standard Rules on the Equalization of Opportunities for People with Disabilities

(1993).

Among the major outcomes of the Decade of Disabled Persons was the adoption of the Standard

Rules on the Equalization of Opportunities for Persons with Disabilities by the General

Assembly on 20 December 1993 (resolution 48/96 annex). Although not a legally binding

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instrument, the Standard Rules represent a strong moral and political commitment of

Governments to take action to attain equalization of opportunities for persons with disabilities.

The rules serve as an instrument for policy-making and as a basis for technical and economic

cooperation.

The Standard Rules consists of 22 rules summarizing the message of the World Programme of

Action. The Rules incorporate the human rights perspective which had developed during the

Decade. The 22 rules concerning persons of disabilities consist of four chapters - preconditions

for equal participation, target areas for equal participation, implementation measures, and the

monitoring mechanism - and cover all aspects of life of persons with disabilities.

The Standard Rules for the Equalization of Opportunities of Persons with Disabilities provides

for the appointment of a Special Rapporteur to monitor the implementation of the Rules.

2.6 The Draft Equity Bill (2000)

The bill which aims to combat discrimination faced by various groups, including people with

disabilities prohibits employers from paying employees differently for work of equal value.

Women and men with disabilities can and want to be productive members of society. In both

developed and developing countries, promoting more inclusive societies and employment

opportunities for people with disabilities requires improved access to basic education, vocational

training relevant to labour market needs and jobs suited to their skills, interests and abilities, with

adaptations as needed. Many societies are also recognizing the need to dismantle other barriers -

making the physical environment more accessible, providing information in a variety of formats,

and challenging attitudes and mistaken assumptions about people with disabilities.

This policy therefore serves as a framework to guide HCDA in achieving commitment to be a

disability responsive employer as envisioned in the draft bill by mainstreaming and/or integrating

disability issues to deliberately and strategically reduce activity limitation, participation

restriction and capacity building for management, staffs and stakeholders as well as

institutionalizing disability mainstreaming principles which are Equity, Inclusion,

Participation, Access and Accountability.

2.6 The Persons with Disabilities Act (2003)

The act is a comprehensive law covering rights, rehabilitation and equal opportunities for people

with disabilities. It creates the National Council of Persons with Disabilities as a statutory organ

to oversee the welfare of persons with disabilities. The Law also requires that both public and

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private sector employers reserve 5 per cent of jobs for persons with disabilities. The commitment

to the Millennium Development Goals (MDGs) and the articulation of PWD issues in Kenya’s

Vision 2030 is a demonstration of this obligation.

2.7 United Nations Convention on the Rights of Persons with Disabilities (2006).

Article 3 of the CRPD outlines the following general principles: Respect for inherent dignity,

individual outcomes including the freedom to make one’s own choices and independence of

persons; Non- discrimination; Full and effective participation and inclusion in society; Respect

for difference and acceptance of person with disabilities as part of human diversity and

humanity; Equality of opportunity; Accessibility; Equality between men and women and Respect

for the evolving capacities of children with disabilities and respect for the right of children with

disabilities to preserve their identities.

The Convention follows decades of work by the United Nations to change attitudes and

approaches to persons with disabilities. It takes to a new height the movement from viewing

persons with disabilities as "objects" of charity, medical treatment and social protection towards

viewing persons with disabilities as "subjects" with rights, who are capable of claiming those

rights and making decisions for their lives based on their free and informed consent as well as

being active members of society.

The Convention is intended as a human rights instrument with an explicit, social development

dimension. It adopts a broad categorization of persons with disabilities and reaffirms that all

persons with all types of disabilities must enjoy all human rights and fundamental freedoms.

2.8 Constitution of Kenya (2010)

The country has gone further and domesticated the same instruments by promulgating the new

constitution. Section 54 specifically deals with Persons with Disabilities states that the PWDs

have right:

(a) To be treated with dignity and respect and to be addressed and referred to in a manner

that is not demeaning.

(b) To access educational institutions and facilities for persons with disabilities that is

integrated into society to the extent compatible with the interests of the person.

(d) To use sign language, Braille or other appropriate means of communication.

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(e) To access materials and devices to overcome constraints arising from the person’s

disability.

In subsection (2) the state shall ensure the progressive implementation of the principle that at

least 5% of the members of public in elective and appointive bodies are persons with disabilities.

2.10 Social Framework

Disability mainstreaming and integration is a social engagement aimed at improving access

across all levels and programmes by institutionalizing the disability responsive parameters. The

engagement recognizes the need to have the following social parameters embedded in the

school’s culture.

a) Knowledge

The school management shall generate and disseminate factual information to enhance

ownership of the engagement by all.

b) Attitude

The school management shall cultivate a right attitude environment that reinforces the

principles of disability mainstreaming.

c) Practice

The school management shall develop a common practice and habiting environment in

relation to disability responsiveness through knowledge and communication

d) Behavior

The school management shall respond to set behavioral standards in support of

disability mainstreaming aspirations.

CHAPTER 3: RESEARCH METHODOLOGY

3.1 Research Design

The researcher will begin by formulating the research problem. The problem as spelt out in

chapter 1 revolved around four Ps namely: People- a group of individuals, Problems- examine

the existence of certain issues or problems relating to the growth, participation and performance

of preschool children; to ascertain attitude of a group of people towards an issue, Programmes- to

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evaluate the effectiveness of existing interventions, Phenomena- to establish the existence of

regularity.

In formulating the research problem, the researcher looked at interest, magnitude measurement

of concepts, relevance, availability of data and ethical issues to direct the process of research

problem formulation. To respond adequately to the above, the researcher developed research

tools to capture the data needed.

3.2 Study Population

The researcher was interested in Kayole Division, Embakasi District in Nairobi County and used

a controlled sample of 25 respondents representing parents, guardians, care givers, teachers,

administrators and children. 3 focused group discussions targeting opinion leaders in the

community was held. Each focus group had 8 participants adding to 24 respondents. In total 74

individuals responded to the research.

3.3 Sample size and sampling procedure

The sampling approach was controlled non-probability and particularly purposive except for the

opinion leaders. Respondents and observation of services were purposively sampled.

Focused group discussions targeting opinion leaders in the community was held to provide an

in-depth understanding of effects malnutrition in the area.

3.4 Data collection methods

The researcher collected both primary and secondary data in qualitative and quantitative

formats. In realizing this, different tools, techniques and methods were used as listed below:-

a) Qualitative Approach

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 Key Informant Interviews were held with chiefs, District Nutritionist and social

workers. The interviews were prearranged. The aim was to undertake in depth interviews

and discussions with the key informants since they hold crucial information on state of

nutrition in the zone. These were one-on-one formal interaction sessions.

 Focus Group Discussions. Focus Group Discussions (FGD) was held with teachers,

caregivers and parents/ Guardians. The aim was to get an in-depth view of the experience

of malnutrition.

 Observation. Critical observations were made on the sampled children at different points

and in different activity.

 Case Study. Individual children voiced their personal experiences and observations

encountered malnutrition.

b) Quantitative Approach

 Questionnaire

Questionnaire was administered face to face with respondents. For the children, it was

interviewer initiated while for the other respondents it was discuss and fill in. The

questions were mainly about their experience on interaction with children in relation to

malnutrition. The questionnaire began with a series of closed – ended questions, with

boxes to tick or scales to rank, and then finished with a section of open-ended questions

or more detailed response.

Then the data was classified by arranging in groups or classes on the basis of common

characteristics. The researcher used descriptive such as literacy and sex, as well as

numerical such as weight and income. The presentation of data was through charts,

figures and bars.

Secondary Data

 Literature Review

The researcher reviewed selected materials in order to acquaint himself with the available body

of knowledge in the area of study.

The purpose of literature review was to bring clarity and focus to the research problem improve

research methodology, broaden knowledge base to contextualize the findings and understand

the concept of malnutrition , legal, policy and existing studies on malnutrition.

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3.3 Data Analysis and presentation

Data was coded through various procedures namely selective coding and content analysis. It

was then edited to examine if the collected raw data had errors and omissions and to correct

these when possible. Thereafter, the data was entered using both non parametric and parametric

scales such as nominal (Non Parametric), ordinal (Non Parametric), Ratio (Parametric) and

intervals (Parametric) scales which was done by use of MS Excel 2007 and SPSS 17.0. This was

complemented by interval (parametric) scales which permitted use of arithmetic operations such

as adding (+), subtracting (-), multiplying (x) and dividing (/).

Analysis was done through computer aided programmes such as MS Word 2007, MS Excel 2007

and SPSS 17.0.

Presentation was done by use of narratives, frequency polygons such as Ogive (cumulative

frequency graph) and pie charts using MS Word 2007 data sheet as supplemented by MS Excel.

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