© P. Vermeulen / Handicap International

© W. Daniels pour Handicap International

© B. Franck / Handicap International

School Barrier Assessment: A case study of Hilaa primary school in Ifo 2 refugee camp, Dadaab Kenya.

Presentation by: Mwangi Mungai

Venue: Kenyatta International Conference Center, Nairobi.

Date: 2nd June 2015

Interaction Intellectual – Physical – Mental illness - Visual –

Speech – Hearing

Environment (institutional, attitudinal

& physical barriers and/ or

facilitators)

Person with impairment

Equal Social Participation

Disability (disabling situation/ society...)

=

“Disability is an evolving concept, ... Disability results from the interaction between persons with impairments and attitudinal and environmental barriers that hinders their full and effective participation in society on an equal basis with others.” (UN CRPD 2006/ WHO ICF 2001, UNHCR 2010, 2011) N/B: IMPAIRMENT – an injury, illness or congenital condition that causes or is likely to cause a loss or difference of physiological or psychological functioning

► Conducted school barrier assessment in Hilaa primary school in IFO 2 at Dadaab refugee camp

► General Objective: objective of the assessment was to identify the barriers faced by children with disabilities that hinder them from attending school and participating on an equal basis with their others in Hilaa primary school.

► Specific Objectives: To establish attitudinal, physical, communication and institutional barriers that exist in Hilaa primary school in IFO , Dadaab.

► The assessment adopted a mixed research approach, involving both quantitative and qualitative research paradigms.

► The sample consisted of seventy seven (54) members of Focused Group Discussion, two (3) Key Informants and 18 teachers. In total, there were one hundred and nine (n=75) respondents.

► The assessment used various tools for data collection, namely; Questionnaires, Interviews, Observation Guides and Focus Group Discussion Guides.

► Findings are organized into 4 main themes:

►  Attitudinal Barriers

►  Physical Barriers

►  Communication Barriers

►  Institutional Barriers

 Nicknaming (44%) and Discrimination (42%) emerged as the leading cause of attitudinal barriers.

0

10

20

30

40

50 42%

8%

44%

3% 3%

Perc

enta

ge

Category

Leading Cause of Attitudinal Barriers

► Nicknaming - “Indole” which means a blind person “Walan” meaning a crazy person “Dhogooley” a deaf person.

► Discrimination – Laughing for CWD, children without disabilities not playing with the CWDs. Imitation - walking style

► Physical abuse – stone throwing especially for mental cases;

► Parent don’t see the value of education for CWDs.

► No sign language teachers in school. ► No braille machines for the learners with VI. ► No large print books for learners with low

vision.

► Most teachers were not trained on Inclusive Education.

► Inadequate assistive devices. ► In adequate teaching and learning materials

for CWDs. ► Curriculum not flexible for CWDs in school. ► Little awareness on disability in school and in

the community.

► Training teachers on inclusive education with a focus on sign language and braille.

► Ensure the learning materials are adapted to met the individual needs of CWDs.

► Ensure we have a school curriculum that is friendly for CWDs

► Enhance physical accessibility through construction of ramps, footpaths, water points and accessible toilets.

► Increase awareness and sensitization on disability inclusion and the importance of education for CWDs.

Thank you