Globalization of Special Education for Economic Productivity and Community Participation in Kenya: Suggestions for Developing Countries
Abstract
Globalization, a process with great potential for facilitating development in diverse aspects of life including education, entails access to ideas, knowledge, and information from worldwide interactions, collaboration, and shared resources. Like the typically developing child, a student with a disability in any country is entitled to and equally deserving of opportunities for learning skills and gaining abilities and competencies towards realizing their potential for a life that is both fulfilling and productive to their community. To this end, educational programs and activities informed by best practices targeting empowerment for the realization of equal opportunity, full participation, economic self-sufficiency, and independent living for such a student, internationally, are ideal. Although special education has come a long way in Kenya, there is evidence that current practice is fragmented with programs utilizing diverse practices. This article advocates globalization of special education in developing countries, that is, the increased use of best practices, ideas, knowledge, and information from other nations to create educational programs that facilitate the production of special education graduates better equipped for productive participation in communities. Using a review of existing literature, the author highlights research-based components of an appropriate education that increases chances for productivity by individuals with disabilities in developing countries and explores potential work and income generating options and opportunities for this population. A concluding statement of commendable government effort towards increasing inclusion of people with disabilities in gainful employment in Kenya is included.
References
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Migliore, A., Mank, D., Grossi, T., Rogan, P. (2007). Integrated employment or sheltered workshops: Preferences of adults with intellectual disabilities, their families, and staff. Journal of Vocational Rehabilitation, 26(1), 5-19.
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Ozturk, I. (2001). The role of education in economic development: A theoretical perspective. Journal of Rural Development and Administration, 33. (1), 39-47.
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Parsons, M., & Rollyson, J.H. (2004). Improving day-treatment centers for adults with severe disabilities: A norm-referenced application of outcome management. Journal of Applied Behavior Analysis, 37(3), 365-377.
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Putten, V.A., & Vlaskamp, C. (2011). Day services for people with profound intellectual and multiple disabilities: An analysis of thematically organized activities. Journal of Policy and Practice in Intellectual Disabilities, 8(1), 10-17.
Reid, D.H., & Parsons, M. (2016). Quality activities in center-based programs for adults with autism. Academic Press.
Reid, D.H., Parsons, M.B., & Green, C. W. (2001). Evaluating the functional utility of congregate day treatment activities for adults with severe disabilities. American Journal on Mental Retardation, 106, 460-469.
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Rusch, F. B., Braddock, D. (2004). Adult day programs versus supported employment (1998-2000). Spending and services practices of mental retardation and developmental disabilities state agencies: Research and Practice for Persons with severe disabilities 29, 237-242.
Sakiz, H., & Woods, C. (2015). Achieving inclusion of students with disabilities in Turkey: Current challenges and future prospects. International Journal of Inclusive Education, 19, (1), 21-35.
Sereta, B.N., Amimo, F.A., Ouma, P., & Ondimu, T.O. (2016). An assessment of the effectiveness of drug rehabilitation programs in Kisii county, Kenya. Journal of Health Education Research and Development, 4, 165-172.
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Authors
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“Globalization of Special Education for Economic Productivity and Community Participation in Kenya: Suggestions for Developing Countries”, Soc. sci. humanities j., vol. 7, no. 12, pp. 3314–3357, Dec. 2023, doi: 10.18535/sshj.v7i12.889.
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