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Citation Information

Type Thesis or Dissertation - Masters of Arts in Human Rights and Peace
Title Children's Rights to Education: A Case of Children with Disabilities in Nairobi County
Author(s)
Publication (Day/Month/Year) 2014
URL http://erepository.uonbi.ac.ke/bitstream/handle/11295/75160/Opiyo _Children's Rights To Education A​Case Of Children With Disabilities In Nairobi County.pdf?sequence=3
Abstract
Children with disabilities have an equal right to an inclusive, quality and free primary
education and lower secondary education. These rights are set out in the national, regional
and international human rights instruments. Yet, thousands of children with disabilities in
Nairobi County are out of school for a number of reasons. This study was designed to
describe and analyze the extent to which children with disabilities enjoy their fundamental
human rights in terms of accessing to quality education in Nairobi County. The specific
objectives of the study were; to analyze the trends of rights to education among children with
disabilities, describe the extent to which children with disabilities enjoy their rights to
education and analyzed whether education service providers and parents of children with
disabilities are aware of the rights to education for children with disabilities. The study
employed qualitative research method of data collection and analysis. Data was collected in
three constituencies of Nairobi County; Dagoretti, Kibera and Embakasi. The findings of the
study confirmed that children with disabilities do not enjoy their inherent right to education.
A significant number of respondents (61%) indicated that school facilities such as toilets,
classrooms and playgrounds are not accessible to their day to day learning needs. In addition,
the findings of the study revealed that the vast majority of teachers (87%) reported that the
current curriculum and examination procedures are not designed to meet the learning needs
of learners with disabilities. Finally, the majority of respondents, both parents and teachers
(95%) are not aware of any existing human rights laws that protect and promote access to
education for children with disabilities in the study locations. The study therefore,
recommended the need for a comprehensive human rights education and interventions for
parents, teachers of children with disabilities and care givers as well as relevant education
officials. The study also, recommended the need to institute an effective mechanism for
preventing and reporting human rights violations in mainstream schools.

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