| Abstract: | The paper reports a questionnaire survey of headteachers of special schools and special units in Kenya, focusing in particular on their educational aims. The study is located in the broader context of special educational provision and developments in Africa. These include the colonial legacy, the influence of indigenous and traditional concepts of education and disability, and national policies engaging with issues of curriculum and inclusion. The aims the headteachers said were important were wide-ranging and included conventional academic achievement, personal and social development and citizenship, alongside skills of personal care and the control of difficult behaviour. However, the relative emphasis given to different aims suggests that the importance of traditional aims of special education in terms of control, containment and care still outweigh those of a broad and balanced educational provision. Surprisingly, there was relatively little emphasis on the importance of preparation for employment. The analysis suggests that although there have been rapid developments in the provision for special educational needs in Kenya, there remains a gap between the ambitions of national policy and actual provision at school level. |
