Assessment and Placement of Children with Special Educational Needs in Rural Kenya: Emerging Constraints and Implications

Educational Assessment Resource Centers (EARCs) play a pivotal function in increasing the educational prospects of children with special educational needs (SEN) in Kenya. Nevertheless, a marked insufficiency in funding, constricted number of personnel, lack of proper tools and traditional obstacles reduce the efficacy of services availed by EARCs. This article is derived from a study whose goal was to delineate and analyze the problems affecting EARCs in Siaya County, Kenya. The study used a multiple case study design within the qualitative approach. It involved 3 EARC centres and 3 Curriculum Support Officers (CSOs). Data was collected using interview schedules and site observations. Thematic approach was used to analyze the data which was then presented in narratives. It was found that the EARCs lacked resources, the officers rarely instituted educational programmes specifically designed to cater for children with special educational needs and that County Education Officers did not fully understand the role of the EARCs in their counties. It is recommended that the government should enhance training of officers and teachers, supply of adequate and modern equipment, create awareness to combat negative attitudes. It is also recommended that refined teaching programmes are aligned to the functions of the EARCs and a marked policy shift to ensure learners with special educational needs are assessed and placed professionally.

Educational Assessment Resource Centers, learners with special needs, Identification, analysis, challenges, Assessment

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