Access to education and living with disability among the Luo of Kenya: A complex view, a troubling response

Abstract

The purpose of this study was to find out: (1) What stories do Luo elders construct around children living with disability? (2) What problems, causes, and solutions are presented in these stories? (3) What implications (if any) do these stories have on policy interventions to promote access to education for children living with disability? In-depth interviews were used to collect primary data from key informants in Kenya. In addition, secondary data was collected from journals, research reports, books, as well as oral sources such as local songs on disability and the Luo society. The findings of this study show that lack of the ethic of care in society is a major cultural and value barrier to promoting access to education for people living with disability since the negative values embedded in the culture of the people contradict the positive values underlying the education policies seeking to promote access to education for children living with disability. Lack of infrastructure makes it difficult for schools and parents to assist people living with disability. Government policies to educate society for value change, and to provide infrastructure for learners living with disability is essential to promoting access to education for learners with disability.