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Original Research
Perspectives of key stakeholders on educational experiences of children with autism spectrum disorders at the Kenyan Coast
Submitted: 09 February 2021 | Published: 23 February 2022
About the author(s)
Amina Abubakar, Neurosciences Research Group, Centre for Geographic Medicine Research-Coast, KEMRI-Welcome Trust Research Programme, Kilifi, Kenya; and, Institute for Human Development, Aga Khan University, Nairobi, Kenya; and, Department of Psychiatry, University of Oxford, Oxford, United KingdomJoseph K. Gona, Neurosciences Research Group, Centre for Geographic Medicine Research-Coast, KEMRI-Welcome Trust Research Programme, Kilifi, Kenya
Patricia Kipkemoi, Neurosciences Research Group, Centre for Geographic Medicine Research-Coast, KEMRI-Welcome Trust Research Programme, Kilifi, Kenya
Ken Rimba, Neurosciences Research Group, Centre for Geographic Medicine Research-Coast, KEMRI-Welcome Trust Research Programme, Kilifi, Kenya
Dennis Amukambwa, Neurosciences Research Group, Centre for Geographic Medicine Research-Coast, KEMRI-Welcome Trust Research Programme, Kilifi, Kenya
Charles R.J.C. Newton, Neurosciences Research Group, Centre for Geographic Medicine Research-Coast, KEMRI-Welcome Trust Research Programme, Kilifi, Kenya; and, Department of Psychiatry, University of Oxford, Oxford, United Kingdom
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Abstract
Background: Little is known about the educational experiences of children diagnosed with autism spectrum disorders (ASDs) in the Kenyan Coastal context.
Objectives: We examined the diagnostic and placement procedures used in education on the Kenyan coastal region. In addition, we investigated the education-related challenges faced by children with ASD.
Methods: We conducted focus group discussions and in-depth interviews with 21 participants, including teachers, clinicians and educational administrators. Data were analysed using an inductive thematic framework on qualitative data analysis software, NVIVO 10.
Results: The findings from this study indicate that there were no systematic approaches to diagnosing children as having ASD. Teachers reported experiencing many challenges, including a lack of specialised training, inadequate resources and difficulty in managing children with different functional abilities in one class.
Conclusion: There is an urgent need for contextually relevant evidence-based identification, placement and management services to be put in place to meet the educational needs of children with ASD.
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Crossref Citations
1. A Bio-Social Model during the First 1000 Days Optimizes Healthcare for Children with Developmental Disabilities
Mark S. Scher
Biomedicines vol: 10 issue: 12 first page: 3290 year: 2022
doi: 10.3390/biomedicines10123290