Low teachers’ knowledge on disabilities is hindering retention of girls with disabilities in schools in the Lake Victoria region.
A research study conducted and released in Kisumu on Wednesday by Leonard Cheshire Disability (LCD) found out that teacher knowledge, attitudes and practices on educating girls with disabilities is wanting.
LCD Assistant Director Dr Maria Kett said the main aim of the organization is to ensure that over 2,000 girls with disabilities in 50 primary schools in the lake region receive a full quality and inclusive primary education.
Dr Kett said the first research activity was to undertake a survey to measure the knowledge, attitudes and practices of 130 teachers in selected project schools in the region.
She said that the study found out that teachers face difficulties in teaching children with disabilities.
The majority of teachers had a certificate or diploma in primary teaching education and a small number had obtained a diploma in Special Needs Education.
Dr Kett noted that most teachers felt that children with disabilities should be sent to special school.
“Teachers tend to think that children with disability needs to b sent to special schools,” she said.
Another study conducted by Dr Caren Nyambura director of Institute of Gender Studies at Maseno University reveled that poverty poses a threat to education of girls with disabilities.
Dr Nyambura said the study conducted in four counties in Nyanza region (Kisumu, Saya, Homa Bay and Migori) found out that most girls drop out of school due to severe poverty.
“Girls are out of school because of a number of reasons but mainly because of poverty. The fact that they are girls makes there being out of school more serious because girls when they are not in school they are likely to be married early and exposed to gender violence,” she said.