OGANDE SPECIAL SCHOOL STRATEGIC PLAN.docx

OGANDE SPECIAL SCHOOL FOR THE MENTALLY
CHALLENGED
P. O BOX 732-40300, HOMA-BAY.
STRATEGIC DEVELOPMENT PLAN
2023 - 2027
ACENTEROFEXCELLENCEFORTEACHING,LEARNING,TRAINING, RESEARCHAND
HOLISTICDEVELOPMENTOFCHILDRENWITHMENTALHANDICAPSANDAUTISM
SPECTRUMDISORDERSINKENYA

A CENTER OF EXCELLENCE FOR TEACHING, LEARNING, TRAINING, RESEARCH AND
HOLISTIC DEVELOPMENT OF CHILDREN WITH MENTAL HANDICAPS AND AUTISM
Prepared by:
The Board of Management,
Special School for the Mentally Handicapped
P. O. Box 732 - 40300, Homa Bay
February 2023
CHALLENGED
CHALLENGED
CHALLENGED
CHALLENGED

TABLE OF CONTENTS
SECTION1: ABOUTTHESCHOOL.............................................................................................................................................................…..4
1.1. LEGALSTATUSOFTHESCHOOL................................................................................................................................................................................................................................................4
1.2. SchoolMissionStatements....................................................................................................................................................................................................................................................5
1.3. Purpose Statement.....................................................................................................................................................................................................................................................................6
1.4. VisionStatementS.......................................................................................................................................................................................................................................................................6
1.5. OVERALLGOALOF OGANDESPECIALSCHOOLFORMH&AUTISMUNIT......................................................................................................................................................................6
1.6. STRATEGICGOALOF THESCHOOL............................................................................................................................................................................................................................................6
1.7. SPECIFICOBJECTIVESOFTHESCHOOL...................................................................................................................................................................................................................................7
1.8. OURCOREVALUES........................................................................................................................................................................................................................................................................8
1.9. OURFUNCTIONALVALUES& PRINCIPALS.............................................................................................................................................................................................................................9
1.10. OURCOMMITMENTTOLEARNERSWITH ASDS......................................................................................................................................................................................................................9
1.11. OURCOMMITMENTSTO PARENTSAND MEMBERS OFTHECOMMUNITY.....................................................................................................................................................................10
SECTION2:WHYINVEST INTHETRANSFORMATION OF OGANDESPECIALSCHOOLFORTHEMENTALLYHANDICAPPED INTOACENTEROFEXCELLENCE? ..................11
2.1. WHATISAUTISM............................................................................................................................................................................................................................................................................11
2.2. THEPROBLEMSTATEMENT.......................................................................................................................................................................................................................................................15
2.3. AUTISMSPECTRUM DISORDERANDTHE RELEVANCE OF OGANDESPECIALSCHOOLFOR THE MENTALLYHANDICAPPEDANDAUTISTICUNIT................................18
SECTION3: POLICY,LEGISLATIONANDINSTITUTIONALFRAMEWORKS ON EDUCATIONFORTHEMENTALLYHANDICAPPEDANDAUTISTICCHILDRENINKENYA............19
3.1. Regional PolicyandLegislativeFramework .................................................................................................................................................................................................................19
3.2. National Policyand LegislativeFramework.................................................................................................................................................................................................................20
SECTION4:THECOMPETENCY-BASEDCURRICULUM,THEEDUCATIONOF MENTALLYHANDICAPPEDCHILDRENAND CHILDREN WITHAUTISMINKENYA....................21
4.1. THECOMPETENCY-BASEDCURRICULUM INKENYA...........................................................................................................................................................................................................21
SECTION6: PROPOSEDTRANSFORMATIONAGENDAAND ITSEDUCATIONAND PSYCHOSOCIALINFRASTRUCTURE DEVELOPMENTCONSIDERATIONS.....................................26
6.1. INFRASTRUCTURETRANSFORMATION.................................................................................................................................................................................................................................26
6.2. INSTITUTIONALCAPACITYDEVELOPMENT ..........................................................................................................................................................................................................................27
6.3. INSTITUTIONALSUSTAINABILITYPROGRAM ......................................................................................................................................................................................................................28
References ..................................................................................................................................................................................29

SECTION 1: ABOUT THE SCHOOL
1.1. LEGAL STATUS OF THE SCHOOL
 Ogande Special School is a public primary school in Homa Bay County in the Former Nyanza
province, Homa Bay Town Subcounty, Kanyach Location, in Kanyach Kachar Sub-Location. The
geographical location map coordinates for this school are latitude 0ᴼ15' South and 0ᴼ52' South, and
longititude 34ᴼ East and 35ᴼ East.
 The school is run by the central government of Kenya through the County Education Board. It is a
mixed boarding school.
 The school offers Kenya’s CBC curriculum to Autism children and children with other forms of
mental handicap. The lowest entry level is the Foundation (Equivalent to Lower Primary). Second
stage is the Intermediate (Equivalent to Upper Primary). Third stage is Prevocational (Equivalent to
Secondary Education) & Vocational Level (Equivalent to College/TTI/University).
 The school was founded in the year 1985 and got its first registration under the Special Needs
Schools category on the 26th
February 2010 under Certificate of Registration Number
SD/ED/134/2010 with a current capacity of 348 pupils.
 Ogande Special School for the Mentally Handicapped and Autism Unit, is therefore, a public special
school that provides education, life skills development and vocational training for learners with
mental retardation and other forms of mental disabilities, herein referred to as the autism spectrum
disorders. In particular, the school is home to highly vulnerable children with mild to severe
conditions related to "Autism, Cerebral Palsy, Emotional and Behavioral Disorders, Learning
Difficulties and Multiple Handicaps related to mental development disorders". It admits both male
and female fragile learners from the larger Former Nyanza as well as from other parts of Kenya.
 The learners are aged between four and seventeen years.
 The school currently has 10 Teachers (3 male and 7 female), 9 of who are employed by the Teachers
Service Commission; 11 support staff, (2 male and 9 female) workers employed by the Board of
Management.
 The current enrolment is as follows:

Table 1: School Enrolment as at 1st March 2023
GRADE/LEVEL GIRLS BOYS TOTAL
AUTISM 24 16 40
FOUNDATION I 17 26 43
FOUNDATION II 35 32 67
INTERMEDIATE 24 19 43
PRE-VOCATIONAL 20 28 48
VOCATIONAL 19 32 51
TOTAL 139 153 292
 The current school headteacher and secretary to the Board of Management is Mr. Salmon Ouma
Otina. The current Chairperson of the Board of Management is Mr Richard O. Bonyo.
1.2. SCHOOL MISSION STATEMENTS
 The school has a mission to improve the quality of life for all children and adults living with Autism,
Cerebral Palsy, Emotional and Behavioral Disorders, Learning Difficulties and Multiple Handicaps
including physical disabilities including visual, speech and hearing impairments" by supporting
learning, education, training and skills development - from early childhood to primary education
and vocational training for self-survival and reliance.
 The school provides beneficiaries with a safe, secure, supportive and nurturing environment, to
accommodate a home-centred alternative living, learning and rehabilitative facility, offers a respite
care service, and supports lifelong learning, as well as develops children’s technical, industrial and
vocational working opportunities.
 The school further promotes inclusivity in autism and autism spectrum disorders programming by
promoting a participatory interventions design process, observing and respecting the rights,
competencies and differences of stakeholders.
 The mission partnership is to incorporate individual learning styles into the traditional educational
setting, utilizing innovative approaches including differentiated instruction, co-teaching and
building on passions through ongoing collaborations.

1.3. PURPOSE STATEMENT
The school was established to meet the needs of children diagnosed on the autism spectrum and related
developmental delays ages 4-17 in a school-based program. This allows for intense instruction with a focus
on language and communication, as well as academics. Our programs also address motor, affection, psycho-
social and play skills, receptive language skills, imitation skills, and small and large group responding. In
addition, behaviour modification programs are designed to increase functional behaviours.
1.4. VISION STATEMENTS
 Our vision is to be acknowledged internationally as a respected, highly-rated world-class Centre of
ASD teaching and training expertise, experiential learning, the learner-centred institution offering
appropriate and all-encompassing professional services to learners with autism spectrum disorders,
their families, caregivers and other stakeholders.
 We exist to ensure that autistic children and young adults with ASD access a high-quality integrated
education within the provisions of the Competency-Based Curriculum which empowers a life full
of choice, independence and opportunity.
1.5. OVERALL GOAL OF OGANDE SPECIAL SCHOOL FOR MH & AUTISM
UNIT
The main objective of the school is to equip the mentally handicapped and children with autism with
functional knowledge, life and vocational skills that can enable them to get employed in other sectors while
equipping them with technical qualifications to own their own small industries and hence create their own
employment and be self-reliant and independent, significantly contributing to the local community and
national social, economic, environmental and cultural development.
1.6. STRATEGIC GOAL OF THE SCHOOL
To act as a teaching/learning/training/ and resource centre for the protection of rights, provision of equal
opportunities and ensuring full participation for persons with mental retardation, ASDs and other multiple
disabilities in Kenya and across our borders.

1.7. SPECIFIC OBJECTIVES OF THE SCHOOL
Specific objectives of the school are as follows: -
 To identify and rehabilitate children with Mental handicaps, autism, cerebral palsy, epilepsy and
other forms and conditions associated with ASDs.
 To provide Education for Children with Mental handicaps, autism, cerebral palsy, epilepsy and other
forms and conditions associated with ASDs.
 To provide Vocational Training and Job placement for persons with Mental handicaps, autism,
cerebral palsy, epilepsy and other forms and conditions associated with ASDs.
 To provide appropriate education-based residential facilities for children with mental handicaps,
autism, cerebral palsy, epilepsy and other forms and conditions associated with ASDs.
 To integrate children with mental handicaps, autism, cerebral palsy, epilepsy and other forms and
conditions associated with ASDs with normal children through co-curricular and curricular
programs and activities, hence helping reduce and eventually eliminate the stigma associated with
mental handicaps, autism, and cerebral palsy, epilepsy and other forms and conditions associated
with ASDs.
 To raise funds for disability-restorative equipment, model autism and mental health education and
rehabilitation school, staff capacity development and institutional strengthening through donations
from organizations and individuals.
 To improve the overall quality of life of the rural people and weaker sections of society, particularly
the disabled, women, children and the aged through increased involvement and participation of
segments of the community with the school in its programs/projects/activities including school-
community initiated income generating activities to support the sustainability of the school.
 To undertake and participate in programmes pertaining to health, education, employment, and
rehabilitation of children with mental handicaps, autism, cerebral palsy, epilepsy and other forms
and conditions associated with ASDs
 To seek the collaboration and cooperation of other local and international voluntary and
Government agencies for development activities and programmes aimed at improving the quality
of health, education, employment, and rehabilitation of children with mental handicaps, autism,
cerebral palsy, epilepsy and other forms and conditions associated with ASDs
 To conduct and or participate in seminars, camps, conferences, research and training programmes
aimed at creating a better and succinct understanding of the health, education, employment, and

rehabilitation of children with mental handicaps, autism, cerebral palsy, epilepsy and other forms
and conditions associated with ASDs
 To aid and support deserving persons with disabilities and the aged wherever and whenever
necessary
 Organize, undertake, coordinate, guide, assist and promote an integrated Rural Development
approach to tackling challenges associated with the rehabilitation and reintegration of children with
mental handicaps, autism, cerebral palsy, epilepsy and other forms and conditions associated with
ASDs into active social-economic lives.
 To give orientation to participate towards developing modern self-supporting children with mental
handicaps, autism, cerebral palsy, epilepsy and other forms and conditions associated with ASDs
while paying close attention to the school motto: “Disability is not inability”.
 To promote and spread an active disability-sensitive sporting culture among children with mental
handicaps, autism, cerebral palsy, epilepsy and other forms and conditions associated with ASDs
through cooperative, inter-institutional, and regular participation in paralympic games and
tournaments.
 To mobilize and organize the rural community in awareness and general education for development
activities and sensitization on the rights, opportunities and privileges available for children with
mental handicaps, autism, cerebral palsy, epilepsy and other forms and conditions associated with
ASDs
 To initiate and encourage the education of women, children and the disabled on questions regarding
their rights and duties as relates to the rights and privileges of children with mental handicaps,
autism, cerebral palsy, epilepsy and other forms and conditions associated with ASDs
1.8. OUR CORE VALUES
We are guided by the following core values in our relationship with the child, parent/caregiver and the
community at large:
 Professionalism
 Teamwork
 Time management
 Honesty
 Innovativeness
 Diligence
 Quick Service Delivery
 Supportiveness
 Humility
 Motivation

1.9. OUR FUNCTIONAL VALUES & PRINCIPALS
 Dedicated to delivering excellence
Developing staff expertise, outstanding services and positive engagement, always seeking to
go above and beyond expectations through continuous in-service training, capacity building
and learning exchange programs.
 Committed to Behaviour Analysis, underpinned by the science of Applied Behaviour
Analysis and Verbal Behaviour
Contributing to research and ensuring our staff continually develop and share best practices
that ensure inspirational and aspirational outcomes are achieved for autistic and mentally
handicapped individuals.
 Respectful
Embracing diversity, showing integrity, acting with compassion and always treating people
with dignity.
 Proud to challenge
Listening, changing thinking, shifting attitudes and educating.
1.10. OUR COMMITMENT TO LEARNERS WITH ASDS
 We commit to ensuring that no child with ASD is left behind in their right to quality, relevant,
age-appropriate and inclusive education, learning and skills development;
 We commit to supporting the implementation of GoK policies on the education and training of
children with ASDs by ensuring access to a curriculum specifically tailored and professionally
delivered to meet the individual needs of learners with ASDs.
 We commit to teaching and imparting knowledge and skills using a wide range of pedagogical
strategies while remaining cognizant of the slowed mental development of our children, their
age and learner needs to best meet individual learning styles and desirable learning outcomes.

 We commit to developing skills for life including the promotion of safety, well-being and
independence beyond school life through the integration of both academic and vocational
training into the learner’s curriculum content as guided by the CBC of Education in Kenya.
 We commit to developing a belief in the importance of what children with ASDs can achieve,
not what they cannot achieve. “No child is limited!”
 We recognize and develop personal strengths, interests and skills that are inherently unique to
each autistic child.
 We are deeply committed to developing lifelong skills and psycho-social and behavioural
competencies that empower children with ASDs to make informed life choices through a
structured approach to Person-Centred curriculum planning and teaching/learning experience.
 We work towards making autistic children increasingly self-aware and able to self-regulate
personal barriers to learning and behaviour change.
 We develop and maintain positive relationships with the child to ensure that all these
commitments are thereby realized, sustained and scaled up.
1.11. OUR COMMITMENTS TO PARENTS AND MEMBERS OF THE
COMMUNITY
We seek to create and sustain a school-parent relationship where parents: -
 Feel involved, informed and supported about their children’s progress and development
throughout their time in school.
 Regard the school as a source of expertise and support in the management of the mental
handicap and autistic conditions of their children.
 Highly rate the school in all subsequent customer satisfaction surveys.
 Support the work of the school and participate in school-community activities including
awareness creation, community sensitization, resource mobilization and recruitment drives
for children with ASDs.
 Take opportunities to develop partnerships with other parents and families through school-
initiated inter-learning and intra-learning partnerships and exchange programs.
 Use the school as a community resource.
 Regard us as specialists in the field of autism to develop their autism knowledge and practice.
 Understand our students and work with us to extend their opportunities, including work
experience.

 Seek our advice and contributions on matters relating to autism, for individual students,
whole school development and/or community projects.
 Use our facilities and resources, including the sports hall, swimming pool, child playgrounds,
curio shops, and water kiosks as a means to eradicate the stigma associated with mental
handicaps and autism.
 Welcome us in accessing some of their specialist facilities including playgrounds, social
amenities, hospitals and specialized psychotherapeutic services.
SECTION 2: WHY INVEST IN THE TRANSFORMATION OF OGANDE SPECIAL
SCHOOL FOR THE MENTALLY HANDICAPPED INTO A CENTER OF
EXCELLENCE?
2.1. WHAT IS AUTISM
Since the early 1900s, autism has referred to a range of psychological conditions. The word
"autism," which has been in use for about 100 years, comes from the Greek word "autos," meaning
"self." The term describes conditions in which a person is removed from social interaction hence,
an isolated self. Eugen Bleuler, a Swiss psychiatrist, was the first person to use the term. He started
using it around 1911 to refer to one group of symptoms of schizophrenia. In the 1940s, researchers
in the United States began to use the term "autism" to describe children with emotional or social
problems.
Kanner (1946), a doctor from Johns Hopkins University, used it to describe the withdrawn
behaviour of several children he studied. At about the same time, Hans Asperger, a scientist in
Germany, identified a similar condition that is now called “Asperger syndrome”. Autism and
schizophrenia remained linked in many researchers’ minds until the 1960s. It was only then that
medical professionals began to have a separate understanding of autism in children. From the
1960s through the 1970s, research into treatments for autism focused on medications such as LSD,
electric shock, and behaviour change techniques. The latter relied on pain and punishment. During
the 1980s and 1990s, the role of behaviour therapy and the use of highly controlled learning
environments emerged as the primary treatments for many forms of autism and related conditions.
Currently, the cornerstone of autism therapy is behaviour therapy. Other treatments are added as
needed (Hirsch, 2009).

Autism spectrum disorder (ASD) is a general term for a group of complex disorders of brain
development. Autism is a developmental disorder diagnosed on the basis of early-emerging social
and communication impairments and rigid and repetitive patterns of behaviour and interests. The
manifestation of these varies greatly with age and ability, and the notion of an autism spectrum
has been introduced to recognize this diversity. These disorders are characterized, in varying
degrees, by difficulties in social interaction, verbal and nonverbal communication and repetitive
behaviours. ASD can be associated with intellectual disability, difficulties in motor coordination
and attention and physical health issues such as sleep and gastrointestinal disturbances. Some
persons with ASD excel in visual skills, music, math and art.
The CDC (2009) observed and reported that Autism is one of the fastest-growing developmental
disorders in the world and that it is more common than childhood cancer, diabetes and AIDS
combined. The United Nations and the World Health Organization have identified autism as a
public health concern (United Nations General Assembly, 2007; World Health Organization,
2013) that requires the concerted efforts of multiple stakeholders and agencies to mitigate it.
While the prevalence of autism has increased in recent years in high-income countries (e.g., the
United States, and many European Union countries), little is known in Africa about the screening,
diagnosis, and effectiveness of autism interventions (Elsabbagh, Divan, Koh, Kim, et al., 2012).
This now calls for increased investment and development of health and social care systems capable
of ensuring early diagnosis of autism and mainstreaming a continuum of care and support in
professional and restricted environments such as Special Needs Learning and Training Institutions
with the capacity to provide different types and levels of interventions and management of mental
handicap and autism.
In the United States, about 1 in 59 children has been identified with autism according to estimates
from the Centers for Disease Control and Prevention (CDC) Autism and Developmental
Disabilities Monitoring (ADDM) (Baio et al., 2018). In Asia, Europe, and North America, studies
by Baio et. al., 2018) have identified individuals with autism with an average prevalence of
between 1% and 2%. However, available research, though minimal presents a similar presentation
of autism in Africa as that of high-income countries (Bkare & Munir, 2011).

In Kenya, the Autism Society of Kenya (2007) has noted that Autism is a devastating and complex
developmental disorder affecting approximately 4% of the Kenyan population. (Autism Society
of Kenya, 2007). Given the rising incidences of children with Asperger’s Syndrome (Autism), the
Government of Kenya passed the Disability Act of 2003 which illegalized the concealing or
imprisoning of a mentally ill or handicapped person. The Bill also created a legal and policy
framework for handling different disabilities differently paying attention to the unique set of
interventions needed by each type of disability. (Disability Act, 2003 Laws of Kenya).
A later study by Mamah et. al., (2022) surveyed 8918 youths (aged 15–25 years) using the autism
spectrum quotient (AQ). Based on AQ scores, the study derived groups with low autistic disorder
(L-AUT), borderline autistic disorder (B-AUT), and high autistic disorder (H-AUT) autistic traits.
Relationships of AUT with demographic factors, psychosis, affectivity and stress were
investigated. The study presented the first epidemiologic study of AUTISM in Kenya. The study
found that the Internal consistency of the AQ in the population was excellent (Cronbach’s α =
0.91). Across all participants, 0.63% were estimated as having H-AUT, while 14.9% had B-AUT.
Among community youth, the prevalence of H-AUT was 0.98%. Compared to those with low and
borderline traits, H-AUT participants were more likely to be males, to have lower personal and
parental educational attainment, and to be of a lower socioeconomic status. The H-AUT group
also had higher psychotic and affective symptoms as well as higher psychosocial stress than other
groups.
The study found H-AUT prevalence to be 0.63% in adolescents and young adults. Autistic traits
were related to lower educational attainment and lower socioeconomic status as well as psychosis,
mood symptoms, and stress. The lack of autism research in Africa suggests a critical need for
further capacity building. Increased awareness and education about autism in Kenya are expected
to lead to improved help-seeking behaviour and mental health policies.
Due to the prevalence of Autism in Kenya, there are certain societies that have been founded in
recent times. For instance, one such organization is. Autism Society of Kenya. This organization
came into being in September 2003 when a group of parents who had autistic children decided to
form a society that could advocate for their and their children's needs. The Society offers diagnosis
and assessment, produces literature about autism, provides counselling services and runs autism
awareness workshops all over Kenya.

In an effort to cater for autistic children, a unit was established in City Primary School in Nairobi
in September 2003 by a group of parents of Autistic children who saw a need for an educational
program tailor-made for such children. The unit currently has 40 children whose ages range from
3 years to 16 years. This is just but a small percentage of the overall over 500 children in the
Nairobi area alone who have been assessed and found to be autistic.
Today, many schools and special units combine all people with disabilities into one group
irrespective of the fact that different disabilities require different programs and ways of handling
the individual.
In order to protect the rights of the disabled, more especially those who are mentally challenged
(as in the case of autistic persons), the Government of Kenya passed a disability Act in 2003 under
which it is an offence to conceal or imprison the mentally ill or disabled person
Receiving a diagnosis of autism has a huge impact on an individual and their family (Howlin &
Moore, 1997). Obtaining a diagnosis is the first step to accessing services and support for both the
person with autism and their family (Mansell & Morris, 2004; Midence & O’Neill, 1999). A
positive diagnostic experience is associated with greater levels of acceptance, lower levels of
stress, and more effective coping strategies (Woolley, Stein, Forrest & Baum, 1989), while delays
in receiving a diagnosis can led to low levels of parental satisfaction (Howlin & Moore, 1997) and
can hinder the implementation of effective supports or intervention strategies (Webb, Jones, Kelly
& Dawson, 2014). Furthermore, parents who experience a long diagnostic delay may lose
confidence in the healthcare professionals involved and are more likely to seek alternative
treatments for their child that have poor empirical support (Harrington, Patrick, Edwards & Brand,
2006).

2.2. THE PROBLEM STATEMENT
Recent studies have shown that ASD is on the rise (Kim et al., 2011; USCDC, 2014). A study in the
USA established a prevalence rate for ASD of 1 in 50 from a telephone survey done on parents of
school-going children of 6-17 years of age, undertaken in 2011-2012 (Blumberg et al., 2013).
However, whether this is due to improved diagnostic methods or the reality that the condition is
becoming rampant is yet to be investigated and empirically determined and sustained.
Although policies are in place concerning education and work placement for individuals with
disabilities in developed countries, very little has been done in developing countries along these lines
(Riccio, 2011). However, having the Kenya Institute of Special Education and local universities
introduce programs of autism training has gradually raised the knowledge of ASD among professionals
(KISE, 2018). Research on the disabled society is scanty in Kenya and a need more work is to be done.
Nevertheless, a huge gap exists in the available knowledge among professionals and common citizens,
hence a call for more awareness.
Anxiety and social skills deficits can extremely impact the lives of children who already are
experiencing difficulties in social relations, communication, restricted interests and repetitive
behaviours (APA, 2013). Studies have shown that early treatment improves the functioning of children
with ASD (Attwood, 2004; Sung et al., 2011). Most ASD schools in Kenya suffer poor funding and
requisite infrastructural development, an experience that works against institutionalized efforts to
address the unique needs of children with AUTISM and ASDs.
Children with AUTISM and ASDs in Kenya have continued to experience problems with anxiety and
social skills even after being exposed to other treatments especially medical interventions. Kenya lacks
integrated documentation of the rehabilitation services for ASD and other neuro-developmental
disabilities (Gona, 2016). Further, most trained special needs teachers end up being posted where their
services are least needed (Macharia, 2014). Such gaps in intervention seem to underscore the call by
WHO in 2014, to partner with states around the world, to increase health and social care systems'
capacities.
While Education for All was a target to be achieved by 2015 as a policy schema in 129 developing
nations worldwide at the World Education Forum in Dakar Senegal in the year 2000, registration of
children with disabilities remains low in schools. Dynamics such as social stigma, parents’ belief

system about the nature of services available and provided in the Special Needs Education Institutions
and the isolation of disability services in a given area contribute to poor enrolment in special needs
schools in Kenya (Mutua, 2001). These needs call for professional intervention in both software and
hardware intervention areas. A model school that presents these features is a timely requirement in
Kenya where existing public education facilities for children with a mental handicap, autism, cerebral
palsy and multiple handicaps remains acutely under-resourced
Surprisingly, a misconception of disabilities such as autism being considered a curse has led to the
inaccessibility of diagnostic and treatment services for those afflicted by autism disorder (Ireri et al.,
2019; Cohen, 2012; Riccio, 2011). The lack of proper implementations of government policy to aid
these individuals and their caregivers leaves both parents and children stigmatized and secluded in
society. Consequently, many parents hide their autistic children rather than seek help (Maulik &
Darmstadt, 2007; Riccio, 2011). From the foregoing discussion, there seems to be a need for more
research on disabilities, especially for autism (Cohen, 2012).
In a preliminary survey of schools, it was estimated that there could be up to one million special needs
children in Nairobi County alone as of 2010 (Riccio, 2011). Given that there are only a few schools
for children with autism and the integrated special needs education into the mainstream schools in
Nairobi, the question would be “where are the rest of these children?” This, therefore, suggests the
need for a structured intervention in the school set-up that could cater for special needs in children with
autism using broad-spectrum interventions and support mechanisms for the effective realization of a
holistically well-developed autistic child, capable of leading an increasingly independent life devoid
of extreme tendencies associated with ASDs.
Whereas clinicians deliver treatment in a therapeutic setting, it is significant that school staff members
serving in Mental Handicap and Autistic Schools are well equipped with facilities, equipment, play-
kits, teaching-learning materials and aids as well as approaches necessary to help a child with ASD
cope in school (Ireri et al., 2019).
Further, the teachers' support system is vital since the child typically spends more time at school than
in a therapy session or at home. Teachers are encouraged to be hands-on in helping students manage
their anxiety by applying anxiety-reducing breaks during the day and scheduling for unstructured times
such as lunch served in a relaxing, entertaining and soothing dining hall, recess and transition periods.

Teachers can help children cultivate self-regulation skills by assisting them to identify the progression
of their emotions through the use of an emotional thermometer, especially for children with mild
autism. This is a visual tool that shows through pictures and graphics various emotions related to
anxiety and offers an equivalent self-regulation approach for the learner (Minahan & Rappaport, 2013).
In this regard, Autistic schools should be all-encompassing and user-centric to an extent that they are
capable of meeting the teaching-learning needs of each child bearing in mind their unique needs along
the ASD continuum.
Special needs education in Kenya mostly caters for four commonly known classifications of children
with special needs, that is; Optical, Hearing impairments, mentally handicapped and Motor
complications, but with the exception of education of ASD (Mwendo, 2011). However, a few centers
have started special vocational programs for children with ASD. Ogande Special School for Mentally
Handicapped is one such school in Kenya.
The Kenyan education system has a common examination under 8.4.4. (Being out phased) and the
CBC education system. These education systems can accommodate some disabilities except autism
and mental handicaps common in our school. This makes it difficult for further placement for children
with autism to get formal jobs where formal certificates are the norm. This means that such children
are disadvantaged because they are likely to be limited to undertaking vocational jobs. In other words,
whereas education of children with disabilities is on offer in special schools or distinct units and
integrated programs in regular schools, children with ASD appear to have been systematically left out
(Mwendo, 2011; Riccio, 2011; Weru, 2005). This exclusion is mainly because of the lack of effective
implementation of policy and institutional framework for children suffering from ASD. These
contravene the Kenyan constitution that was promulgated in 2010 in Chapters 4, part 3 and Section 54
of the new (Constitution of Kenya, 2010), stipulating the rights of all individuals with disabilities. The
Constitution offers various entitlements such as being handled with respect and dignity, admission to
institutions of learning and social amenities, access to information and public transport, and use of
applicable means of communication such as sign language, devices and materials to overcome the
limitations arising from the challenges (RoK, 2010). However, despite the clarity of the Constitution,
no legislation has been enacted to date on the Education and Training of Children with Mental
Handicap and Autism Spectrum Disorders. As a result, children with disabilities especially ASD
continue to have challenges in accessing desired quality education and training services including
career placement.

This problem statement reveals the dire need for Kenya to create and develop a model “NATIONAL
CENTER OF EXCELLENCE FOR TEACHING, LEARNING, TRAINING, RESEARCH AND
HOLISTIC DEVELOPMENT OF CHILDREN WITH MENTAL HANDICAP AND AUTISTIC
SPECTRUM DISORDERS (ASDs)”.
2.3. AUTISM SPECTRUM DISORDER AND THE RELEVANCE OF OGANDE
SPECIAL SCHOOL FOR THE MENTALLY HANDICAPPED AND
AUTISTIC UNIT
Only recently has autism spectrum disorder become recognized in Kenya. Before this, children on the
spectrum were beaten, hidden away, or killed because it was believed that they were possessed by
demons. It’s true that most of the behaviours of these children are quite eccentric and misunderstood
but they are rarely violent or evil. Luckily, over the past few years’ autism awareness has slowly spread
throughout the country.
Global Statistics show that 1 in 88 children will be diagnosed with autism, it's even scarier to know
that more children will be diagnosed as autistic than with cancer, aids, and diabetes
combined. According to KVDA, handicapped children and youths in the community endure
unbearable suffering because of the nature of the cultural practices and the attitude of community
members. Mental retardation is stigmatized and any child with such a handicap is either hidden at home
or kept to look after their animals.
How can one know that a child or an adult is living with Autism? According to Cohen et. al., 1997),
persons with autism may possess the following characteristics in various and varying degrees of
severity: -
(a) Inappropriate laughing or giggling
(b) No real fear of danger
(c) Apparent insensitivity to pain
(d) May not want cuddling
(e) Sustained unusual or repetitive play
(f) Uneven physical or verbal skills
(g) May avoid eye contact
(h) May prefer to be alone
(i) Difficulty in expressing needs, may use gestures
(j) Inappropriate attachment to objects

(k) Insistence of sameness
(l) Echoes words or phrases
(m)Inappropriate response or no response to sound
(n) Spins objects or self
(o) Difficulty in interacting with others.
Any child exhibiting some and or most of the above characteristics is likely to be diagnosed with
autism. However, in Kenya, most parents and or caregivers takes quite a long time to identify and
correctly diagnose these characteristics, partly due to ignorance and partly for lack of access to early
diagnostic services. This calls for strengthening the institutional capacities of autism schools in Kenya
to be capable of not only offering education to these special category of learners, but also to provide
parental support in ensuring early diagnosis, appropriate early childhood care and nurturing including
provision of long-term comprehensive care and support to all children diagnosed with Autism.
Ogande special school is the only such school in the larger Southern and Central Nyanza region. It is
located in the outskirts of Homa Bay Municipality. The school was established to address the plight of
the mentally handicapped and autism children, who to-date remains highly stigmatized and
discriminated against in many communities in Kenya. The school thus will go a long way in addressing
this crucial problem. The school at the moment has a total of 292 pupils (139 female, and male 153
males), 99% of whom reside.
SECTION 3: POLICY, LEGISLATION AND INSTITUTIONAL FRAMEWORKS
ON EDUCATION FOR THE MENTALLY HANDICAPPED AND AUTISTIC
CHILDREN IN KENYA
3.1. REGIONAL POLICY AND LEGISLATIVE FRAMEWORK
 Regionally, Article 17(1) of the African Charter on Human and Peoples Rights guarantees the
right to education for every single child in Africa. Article 2 of the same Charter decrees that
rights assured by the charter be enjoyed without any form of discrimination and article 18 (4),
specifically targets persons with disabilities and provides that persons with disabilities should
be accorded special measures of protection in reference to their physical and moral needs
(OAU, 1981). It further endeavours to guarantee the right to education.
 Article 3(a) of the African Charter on the Rights and Welfare of the Child states that every
child has a right to education. Section 3(e) exhorts state parties to take special measures with

respect to female, gifted and disadvantaged children, to ensure equal access to education (OAU,
1990).
3.2. NATIONAL POLICY AND LEGISLATIVE FRAMEWORK
 In Kenya, the legal and constitutional development around the right of and welfare of children
with a disability has a long history. Since independence in 1963, the Kenyan government has
made considerable efforts to provide quality education to all Kenyans taking cognizance of the
critical role of education in the development of a nation. Indeed, education is regarded as the
social pillar of Vision 2030 (GoK, 2007). One of the Vision’s strategies to achieve medium-
term goals is integrating special education in regular schools. In Kenya, the right to education
is explicitly stated in the Kenya Constitution 2010 where Article 53(b) guarantees the right to
free and compulsory basic education for every child. Moreover, Article 54 particularly targets
persons with disabilities – physical, mental, visual and multiple. It directs that such persons
have a right to access educational institutions and facilities that are integrated into society to
the extent compatible with their interests as persons without disabilities (GoK, 2010).
 Undoubtedly, considerable efforts have been made in the provision of policy and legal
frameworks for the education of children with disabilities but little efforts have been made with
regard to promoting early diagnosis, treatment and education/training placement for children
with mental handicaps, autism, cerebral palsy, epilepsy and other forms and conditions
associated with ASDs into active social-economic lives.
 Specific laws on access to education by children with disabilities include the Children Act of
2001 which domesticates article 28 of the Convention on the Rights of the Child (UN, 1989).
The Act provides that every child shall be entitled to compulsory free basic education (GoK,
2002). The same is echoed in article 18 of the Persons with Disabilities Act (GoK, 2003) and
the Basic Education Act of 2013 (GoK, 2013). Both laws underscore the right to access
education by persons with disabilities.
 Perhaps, the most conscious effort by the Kenya Government towards the provision of
education to learners with disabilities is the formulation of the National Special Needs
Education (SNE) policy in 2009. The policy recommends inclusive education as an appropriate
means through which learners with disabilities can access education. The SNE policy is a
notable endeavour by the Kenya government to domesticate the Salamanca Statement that
urged all governments “to give the highest policy and budgetary priority to improve education
services so that all children could be included regardless of differences or difficulties”

(UNESCO, 1994). However, the SNE policy of 2009 has not provided adequate systems and
facilities that respond to the challenges faced by children with mental handicaps, autism,
cerebral palsy, epilepsy and other forms and conditions associated with ASDs in active social-
economic lives.
 In conclusion, the right to education has been globally acknowledged as an overarching right.
In Kenya, the right to education is explicitly provided for in Article 53(b) of Kenya Constitution
2010 which guarantees the right to free and compulsory basic education for every child. Article
54 of the Constitution particularly targets persons with disabilities and provides that persons
with disability have a right to access educational institutions and facilities that are integrated
into society to the extent compatible with their interests and needs (GOK, 2010).
SECTION 4: THE COMPETENCY-BASED CURRICULUM, THE EDUCATION
OF MENTALLY HANDICAPPED CHILDREN AND CHILDREN WITH AUTISM
IN KENYA
4.1. THE COMPETENCY BASED CURRICULUM IN KENYA
The Basic Education Curriculum Framework (BECF) gives specific provisions for a differentiated
curriculum with adaptations to the group of learners that may require specialized curriculum (KICD,
2019). Learners with special education needs, like any other learner have potential that needs to be
nurtured. Special needs education curriculum model outlined below indicates salient provisions for
leaners with special needs as divided into 2 modalities. This further illustrates the needs to tailor
investment in education with learners with special needs as is later shown in the subsequent chapter.
4.1.1. LEARNERS WITH SPECIAL NEEDS WHO FOLLOW THE REGULAR
CURRICULUM
The following learners may follow the same curriculum as learners without identified with special
needs.
 Visual Impairment
 Hearing Impairment
 Physical Handicap
 Mild Cerebral Palsy
 Learning Disabilities
 Autism

 Communication Disorder
 Gifted and Talented
 Emotional and Behavioral Difficulties
4.1.2. LEARNERS WITH SPECIAL NEEDS WHO MAY NOT HAVE THEIR
NEEDS MET FROM JUST FOLLOWING THE REGULAR CURRICULUM
Over 60% of children admitted at Ogande Special School for the Mentally Handicapped
 Mental Handicap
 Deaf blindness
 Severe Autism
 Severe Cerebral Palsy
 Multiple Handicaps
 Profound Disabilities
Note: Digital literacy and pertinent and contemporary issues will be integrated across all Subjects in
all levels
4.1.3. CURRICULUM DESIGN FOS SPECIAL NEEDS SCHOOLS IN KENYA
Special Needs Education in Kenya, especially at the Mental Handicap and Autism Schools is
organized into three stages as follows:
(p) Foundation/Intermediate Stage
(q) Pre-Vocational Skills Stage
(r) Vocational Skills Stage
The age at admission at each stage varies so is the duration that a child may take to complete each
stage. Children with MH and or Autism get admission into SNE Schools at age four (4) and leaves
this cycle of education at approximately age 19.
 Foundation I which is equivalent to Pre-Primary in the regular CBC admits children aged
between 4 and 6 years;
 Foundation II which is equivalent to Lower Primary in the regular CBC admits children aged

 Intermediate I which is equivalent to Upper Primary in the regular CBC admits children aged
 Intermediate II which is equivalent to Junior Secondary in the regular CBC admits children
aged between 12 and 14 years;
 Pre-Vocational which is equivalent to Senior Secondary in the regular CBC admits children
aged between 14 and 16 years; and
 Vocational which is equivalent to TIVET/College/University in the regular CBC admits
children aged between 16 and 19 years;
Whereas the stages in applicable to normal children in the regular CBC are straighter and easier to
determine progression for one stage to another, the stages in the MH and Autism Schools more often
than not vary and overlap depending with the severity or acuteness of the manifesting mental
retardation condition a child comes with at the time of placement into a learning and training
institution. This is why it is imperatively important to consider giving special attention to SNE
Schools, especially those that admits Mental handicap, Autism, Epileptic, Cerebral Palsy, Multiple
Handicap and related disabilities are related to ASDs. Attention should be given to teaching-learning
materials and aids, training hand tools and equipment, appropriate psychomotor development
resources, equipment and play kits, health and nutrition care and support, water and sanitation
infrastructure, age- and disability-appropriate tuition and accommodation facilities as well as secure
child safe spaces and grounds.
Specialized curriculum, in the above context, therefore, according to KICD (2019) is necessary for
children with diagnosed and ascertained intellectual disability, autism, deaf-blind, multiple
disabilities and those with severe cerebral palsy.
Regular and adapted curriculum is recommended for children with visual impairment, hearing
impairment, physical impairment, mild and moderate cerebral palsy, speech and language difficulties
and specific learning disabilities. On the other hand, an enriched and accelerated curriculum is
recommended for the gifted and talented children.
Along the continuum of ASDs and MH cases, and given the limitations of adapted teaching and
learning institutions for children with MH and Autism in Kenya, it is likely to find all the above types
and levels of MH and Autism cases admitted to a single school despite the glaring gaps that exist in
virtually all schools intended for these special categories of learners.

In conclusion, in the SNE Sub-system in the CBC System, learners will not sit for exams but they will
be evaluated through Continuous Assessment Tests (CATs) on the skills acquired as opposed to
cramming for exams as has been the case. The 2-6-3-3-3 model, as applied in the SNE Schools, places
emphasis on formative years of learning where learners will spend a total of 17 years learning and
acquiring skills necessary to enable them lead an increasingly independent life thereafter.
Figure 1: Levels of Education in SNE Schools as Compared with Levels in Normal Schools Under
the CBC Curriculum
Source: KICD, 2019

Figure 2: LEARNERS WITH SPECIAL NEEDS NEW CURRICULUM MODEL IN KENYA
Source: KICD, 2019
In conclusion, the learners with special educational needs who may follow the regular curriculum
may include those with:
 visual Impairment
 Hearing Impairment
 Physical Handicap
 Mild Cerebral Palsy
 Learning Disabilities
 Autism
 Emotional and Behavioural Difficulties
 Communication Disorders and the
 Gifted and Talented

Learners with special needs who may not have their needs met by just following the regular
curriculum may include those with:
 Mental Handicap
 Deaf blindness
 Severe Autism
 Severe Cerebral Palsy
 Multiple Handicaps
 Profound Disabilities
SECTION 6: PROPOSED TRANSFORMATION AGENDA AND ITS EDUCATION AND
PSYCHOSOCIAL INFRASTRUCTURE DEVELOPMENT CONSIDERATIONS
6.1. INFRASTRUCTURE TRANSFORMATION
In order to ensure that the teaching-learning and training programs in the context of the specific needs
associated with children with mental handicap and autism occurs and that the specific objectives of a
special school for the mentally handicapped and autism children are thereby achieved, the following
infrastructure development are proposed for Ogande Special School for the Mentally Handicapped:
(a) Purchase of additional 2 ha land to accommodate immediate-, medium- and long-term
institutional development and expansion projects and programs as envisaged in this strategy
paper.
(b) Construction to completion of a school sick-bay with appropriate primary health diagnostic and
response medical equipment and kits, hospital beds and beddings, laboratory equipment, drugs
storage facilities including refrigerator. An ambulance to facilitate referral and emergency
service delivery is also proposed for the school’s sick bay.
(c) Multi-purpose hall with features including space for indoor games, dining hall with large TV
screen and Public Address System, a kitchen and food/grain stores, matron’s office and cooks’
rooms designed and costed to detail;
(d) 4 by Twin workshops fully fitted, furnished and equipped to support the provision and delivery
of pre-vocational and vocational stages of learning as described herein above. The workshops
shall include the following:
a. Masonry and Building Technology

b. Tailoring and Dressmaking
c. Welding and Metal Fabrication
d. Mechanics and Automotive Engineering
e. Carpentry and Joinery
f. Hairdressing and Beauty Therapy
g. Plumbing and WASH Technology
h. Cobbler and Shoe Repair
(e) Completion of the School Perimeter wall by installing fabricated metal grills, security lights
and enhancing landscape around the perimeter wall.
(f) Three Story Administration Block with the following amenities: Principal’s Office, Deputy
Principal’s Office, Senior Teacher’s Office, School Bursar’s Office, Boardroom, Safe Room
and Staff Room with capacity for up to 15 staff members; the Block will also house school
pharmacy/drug store with cold storage facilities and the third floor will have up to 3 by single
bedroomed staff houses designed to fit; and the apex will have a well ventilated and aerated
open space for staff social interactions and indoor games.
(g) Construction of display and sales yard for products made by the learners and staff from within
the school in various trades.
6.2. INSTITUTIONAL CAPACITY DEVELOPMENT
Institutional capacity development shall entail all activities designed and implemented towards the
strengthening the Institution’s capability to set and achieve social and economic goals, through
knowledge, skills, systems, and institutions. The program here will include the following: - 1)
institutional/organizational structure development and strengthen; (2) building core competencies
and functional skills of line managers; (3) institutionalization of special education management
systems; (4) creating enabling school policies and programs; (5) manage and share knowledge and
learning and, lastly, (6) build and strengthen institutional-community leadership and relationship for
improved service delivery to children with mental handicap and autism.
Given the low capitation and more often irregular disbursements of the funds by the Ministry of
Education, Special Needs Education Schools are today faced with the cash flow challenges that
greatly affect the delivery of holistic child development programs as is intended by the National
Goals of Special Education in Kenya.

To solve some of these challenges, the Board of Management, Parents Association and Sponsor of
Ogande Special School for the Mentally Handicapped have a plan to create facilities and programs
that enhance school-community engagement in micro-income generating activities besides providing
a fertile ground to advance the teaching and learning of the CBC by the children.
6.3. INSTITUTIONAL SUSTAINABILITY PROGRAM
The proposed sustainability programs include:
 Venture into school farming such as dairy livestock husbandry, poultry keeping, livestock feeds
production for own consumption and sales to local farmers; poultry feeds formulation and
packaging for own consumption and sales to other local farmers; vegetable production and
 Produce carpentry, metal work, tailoring, building technology products for sales to both local
and external markets including to institutional consumers using the modernized and now well-
equipped school-based workshops;
 With potential increase in the number of children admitted at various stages, the exchequer
allocations per individual child shall increase multifold, further placing more funds in the school
account to help run the school more effectively;
 Increase and expand partnerships and collaborations with research entities, development partners
and donor agencies to support various aspects of the institution and its development plans.
 Strengthen community-school relationships to ensure that no-child is left behind regardless of
his and or her mental health conditions

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