Kenya Institute of Special Education and the transformation of teacher education in Kenya, 1986–2019

Abstract

Special Needs Education in Kenya developed in the context of a disjointed teacher preparation process, unequal provision of specialized services, and continued exclusion of learners with disabilities. The purpose of this study was to examine the role of Special Needs Education in teacher education in Kenya from 1986–2019 at the Kenya Institute of Special Education (KISE). Policy Historiography Theory and Conflict Theory guided the inquiry, and an interpretivist historical research design was used. Archival records and institutional documents were collected as primary evidence, and historical and scholarly documents were collected as secondary evidence. Twelve research participants were selected through purposive and snowball sampling from former and current KISE officials, former tutors, former students, and former education officials. In analysing the content of historical evidence, internal and external criticism, triangulation between documentary and oral sources, and qualitative analysis based on themes emerging during analysis were applied. The findings indicated that KISE's contribution to teacher education was highlighted in the standardization of Kenyan Sign Language, the standardization of Braille codes, the institutionalization of individualized education programmes (IEPs), inclusion of content on inclusive education in regular teacher education, co-teaching and collaborative classroom approaches, and the re-engineering of teacher education practice towards functional assessment and learner-centred support. The institute also worked on enabling teachers to use locally appropriate assistive technology (AT) materials and promoting practical improvisation. The research found that KISE transitioned special education teacher education from fractured, mostly segregated methods and practices towards a more professionalized, standardized, and inclusive model. It calls for consolidating compulsory inclusive education preparation throughout teacher preparation institutions, broadening students' exposure to individualized education and assistive technologies, and continuing collaboration between KISE, teacher institutions, and the Teachers Service Commission.